Staff Articles
- Positive Emotions and Academic Achievement
- Narrative Expression of the Emotional Experience of Breast Cancer Survivors
- The Impact of Zero Tolerance Policies on the Relation Between Educational Attainment and Crime
- Teachers’ Support of Preschoolers’ Emergent Literacy through Play
- Psychological Well-being of Refugees Throughout the Relocation Process
- The Effects of Sexual Objectification on Women’s Mental Health
- Gang Involvement as a Means to Satisfy Basic Needs
- Chinese Adolescents’ Self-Esteem and Mental Health Outcomes: The Role of Permissive Parenting
- Effects of Mentoring on Students’ Academic Success
- Exploring Parental Self-Efficacy and Preschoolers’ School Readiness
- Latino Parenting Practices and Preschoolers’ Self-Regulation Skills
- Measurement of Shame among Juvenile Justice-Involved Girls
- Peer Mentorship and the Well-being of Women with Breast Cancer
- Positive Emotions and Academic Achievement
- System Justification and Mental Health Outcomes in Juvenile Justice-Involved Youth
- The Combined Influence of Parenting and Early Puberty on Disruptive Behavior Problems in African American Girls
- The Development of Internal State Language: The Role of Age, Gender and Context
Lillian Maltz
Faculty Mentor | Dr. Gigliana Melzi
Parental self-efficacy (PSE) – the confidence parents have in their parenting skills – is an influential belief that shapes children’s development. Past research has established significant relations between PSE and children’s academic outcomes, but few have measured PSE as a multi-dimensional construct, taking into account different domains and tasks of parenting. The present study utilized the Tool to Measure Parenting Self Efficacy (TOPSE; Kendall & Bloomfield, 2005), a multidimensional self-report measure to assess PSE among eight different subscales, and explored its relation to children’s school readiness skills. Results showed that the TOPSE was not a reliable measure for use in the U.S. with pan-ethnic, low-income parents as only three of the eight subscales had moderate inter-item reliability. Findings also showed that educational and immigration experiences lead to differences in the ways parents feel they can cope with pressure from their peers. The present study found no relation between PSE and children’s school readiness. In conclusion, this study raises questions about the appropriateness and validity of the TOPSE with U.S., low-income, ethnically diverse samples.