This thesis examines the relationship between self-efficacy, parental self-efficacy, and valence toward school. Given the link between student’s higher achievement and parental involvement, a desire for deeper understanding of how to engage parents in their children’s learning was the driving force behind this study. Research was conducted to seek understanding of a potential relationship between parents’ school valence and how social constructionist theory may play a role in their self-efficacy. Further inquiry focused on how parents’ self-efficacy in learning may have an impact on engagement with their children’s learning. Follow-up questioning probed at what support parents want in order to feel more successful when engaging with their children in learning. This descriptive research is a mixed methods approach, utilizing survey and personal interview data to come to some conclusions on the interplay of these factors. Ultimately it is determined that more research is necessary to come to more concrete conclusions, though an underlying connection between self-efficacy and parental self-efficacy is made. It is recommended that further research be conducted on a larger scale. This research would investigate if there is a significant correlation between parents who had involved parents when they were in school and parents who are involved with their own children’s education.
|Commitee:||Mitten, Denise, Vicinanza, Nicole|
|School Location:||United States -- Arizona|
|Source:||MAI 56/02M(E), Masters Abstracts International|
|Subjects:||Educational evaluation, Education, Education philosophy|
|Keywords:||Experiential education, Home school, School valence, Self-efficacy theory, Social constructivist theory|
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