Determinants of Turkish Parents’ Involvement in Early Childhood Education: The Roles of Role Activity and Self-Efficacy Beliefs for Involvement

Date

2024-01-01

Author

ÇETİN, MUSTAFA
Demircan, Hasibe Özlen

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This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study results revealed that role activity and self-efficacy beliefs either fully or partially mediated the relationships between contextual variables and parent involvement in education, meaning the existence of relationships, either in total or in part, depends on parents’ role activity and self-efficacy beliefs. Overall, the study concluded that parents’ role activity and self-efficacy beliefs are two essential factors associated with parent involvement level because they enhance the relationship of the contextual factors with parent involvement, even they activate the relationship between some contextual factors and parent involvement level.

Subject Keywords

early childhood education, invitations for involvement, parent involvement, perceived life contexts, role activity beliefs, self-efficacy beliefs

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85200635560&origin=inward
https://hdl.handle.net/11511/110745

Collections

Department of Elementary and Early Childhood Education, Article