The role of maternal beliefs in predicting home learning activities in Head Start families

Sandra Machida, Angela R Taylor, Juhu Kim

Research output: Contribution to journalArticle

40 Citations (Scopus)

Abstract

A conceptual model specifying that maternal beliefs (maternal self-efficacy, perceived control) mediate the relation between child-family characteristics (child's difficult temperament, mother's education, stressful life events) and the extent of involvement in home learning activities in Head Start families was tested. The sample was 306 mothers (51% Mexican American, 36% Anglo American, 13% other minorities). Results provided partial support for the model (i.e., parental self-efficacy mediated the effects of the child's difficult temperament on mothers' reports of family involvement in home learning activities). Maternal education and family stress were not directly related to home learning, although family stress influenced home learning indirectly through parental self-efficacy. Separate analyses yielded comparable results for Anglo Americans and Mexican Americans. Ways to facilitate parent self-efficacy are discussed.

Original languageEnglish (US)
Pages (from-to)176-184
Number of pages9
JournalFamily Relations
Volume51
Issue number2
DOIs
StatePublished - 2002

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Mothers
Learning
self-efficacy
Self Efficacy
learning
Temperament
Education
education
parents
minority
event

Keywords

  • Ethnicity
  • Home learning
  • Low-income families
  • Maternal self-efficacy

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)

Cite this

The role of maternal beliefs in predicting home learning activities in Head Start families. / Machida, Sandra; Taylor, Angela R; Kim, Juhu.

In: Family Relations, Vol. 51, No. 2, 2002, p. 176-184.

Research output: Contribution to journalArticle

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