Family Involvement for Children with Disruptive Behaviors: The Role of Parenting Stress and Motivational Beliefs

Autor/inn/en	Semke, Carrie A.; Garbacz, S. Andrew; Kwon, Kyongboon; Sheridan, Susan M.; Woods, Kathryn E.
Titel	Family Involvement for Children with Disruptive Behaviors: The Role of Parenting Stress and Motivational Beliefs
Quelle	In: Journal of School Psychology, 48 (2010) 4, S.293-312 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2010.04.001
Schlagwörter	Parent Participation; Family Involvement; Parent Role; Child Rearing; Child Behavior; Anxiety; Motivation; Intervention; Influences; Predictor Variables; Child Psychology; School Psychology; Parent School Relationship + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parental role; Elternrolle; Kindererziehung; Angst; psychologische; Motivation (psychologisch); Influence; Einfluss; Einflussfaktor; Prädiktor; Kinderpsychologie; Schulpsychologie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.e., role construction and efficacy) as a potential mechanism by which parenting stress impacts family involvement for families of children with disruptive behaviors. Results indicated that parent role construction mediated the relation between parenting stress and all aspects of family involvement examined (i.e., home-based involvement, school-based involvement, and home-school communication). Parent efficacy mediated the relation between parenting stress and home-based involvement only. Parents of children with disruptive behaviors reporting stress may experience negative beliefs about their role and efficacy to support their child's education, which may thereby negatively influence their actual involvement. Therefore, parent motivational beliefs may serve as an important point for intervention to support involvement of families of children with disruptive behavior. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10