Family involvement for children with disruptive behaviors: the role of parenting stress and motivational beliefs.
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.
Semke
Carrie A
CA
Nebraska Center for Research on Children, Youth, Families and Schools, Department of Educational Psychology, University of Nebraska-Lincoln, United States. cblevins@huskers.unl.edu
Garbacz
S Andrew
SA
Kwon
Kyongboon
K
Sheridan
Susan M
SM
Woods
Kathryn E
KE
D000328:Adult; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D009042:Motivation; D016487:Parenting / Q000523:psychology; D010290:Parents / Q000523:psychology*; D012931:Social Environment; D013315:Stress, Psychological / Q000523:psychology*