Caregiver self-efficacy in relation to caregivers' history of language-based learning difficulties and children's shared reading experiences

Abstract

Purpose: Parental self-efficacy has emerged as an important factor linked to the quantity and quality of parent-child shared reading. Reduced shared reading has been documented among families of parent(s) with language-based learning disorders (LBLD). Yet, it remains unclear whether parental history of LBLD is associated with self-efficacy. The purpose of this study was to examine whether self-efficacy in fostering children’s language and foundational reading development is associated with parental LBLD history and shared reading. Method: 176 parents of preschoolers and/or toddlers completed a custom self-efficacy questionnaire, as well as demographic, LBLD history, and shared reading measures in a one-time survey. Partial correlations examined self-efficacy in relation to LBLD history and shared reading measures while controlling for parental education. Wilcoxon Rank Sum Tests determined whether self-efficacy differed by parental LBLD history.Results: Self-efficacy was negatively associated with parental LBLD history (i.e., LBLD linked with lower self-efficacy) and positively associated with shared reading measures. Although parents with LBLD history reported an overall lower self-efficacy than parents without LBLD history, subgroup analyses revealed that self-efficacy and shared reading associations were driven by parents without LBLD history as no effects were observed among parents with LBLD history. Conclusion: Parental LBLD history is associated with self-efficacy. Despite a reduced self-efficacy overall among parents with LBLD history, the null associations between self-efficacy and shared reading within this group highlight individual differences in the shared reading experiences these parents provide. These findings highlight the importance of considering parental self-efficacy when examining factors associated with shared reading.