The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study

Ma, Tianyi; Tellegen, Cassandra L.; Sanders, Matthew R.

doi:10.1016/j.jsp.2024.101296

Cited by 3 publications

(2 citation statements)

References 65 publications

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“…This pattern focuses more on the educational aspect than the punishment aspect, parents provide broad rules and explain the reasons for giving punishment and rewards. Democratic parenting is characterized by an accepting, responsive, childoriented attitude accompanied by demands, control and restrictions (Ma et al, 2024;Nuraeni & Lubis, 2022;Safitri et al, 2020). Authoritarian parenting is characterized by a firm parental attitude in guiding, educating and implementing rules and discipline.…”

Section: Introductionmentioning

confidence: 99%

Parenting and Disciplinary Behavior on Elementary School Student Learning Outcomes

Ria Fajrin Rizqy Ana,

Frita Devi Asriyanti,

Leny Suryaning Astutik

2024

JERE

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This research is motivated by the fact that many students still need to be more disciplined in obeying the rules. This research aims to analyze the influence of parenting patterns on student learning outcomes, the influence of disciplinary behavior on student learning outcomes, and the influence of parental parenting and corrective behavior on student learning outcomes. This research is quantitative research with a correlational type. The population in this study was all students, totaling 74 students. The sample in this study used the entire population. The data collection methods used are questionnaires and documentation. The data collection instrument uses a questionnaire sheet. Data analysis techniques use validity, reliability, classical assumption tests, multiple linear regression analysis, hypothesis testing, and coefficient of determination. The results of data analysis show that, first, parental parenting influences student learning outcomes. Second, there is no influence of disciplinary behavior on student learning outcomes partially. Third, there is a simultaneous influence of parental parenting and corrective behavior on learning outcomes. It is concluded that good parenting and corrective behavior can improve the learning outcomes of elementary school students.

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Section: Introductionmentioning

confidence: 99%

Parenting and Disciplinary Behavior on Elementary School Student Learning Outcomes

Ria Fajrin Rizqy Ana,

Frita Devi Asriyanti,

Leny Suryaning Astutik

2024

JERE

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“…Parents become the main pillar in the context of children's education, their presence as the first teacher to provide teaching in the home environment (Ma et al, 2024). For this reason, parents hold the responsibility to inspire their children through compassion, praise, morality, social responsibility, and concern for their well-being and happiness, both physically and mentally, as well as spiritual aspects in this world and in the hereafter (Utamajaya et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Peningkatan Belajar Siswa Ditinjau Dari Pendampingan Orang Tua Dan Lingkungan Belajar

Hapsari Dwi Yulia,

Suyitno,

Sripit Widiastuti

2024

Madako Elementary School

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Motivasi belajar merupakan elemen krusial dalam meningkatkan pencapaian akademis para pelajar. Pendekatan yang melibatkan variabel pendampingan orang tua dan lingkungan belajar adalah langkah penting dalam memahami dan meningkatkan motivasi belajar siswa. Penelitian ini mengadopsi pendekatan kuantitatif dengan fokus pada siswa kelas 4 sebagai populasi studi. Sebanyak 69 siswa menjadi sampel yang diambil. Hasil penelitian menunjukkan bahwa pendampingan orang tua dan lingkungan belajar memiliki dampak yang signifikan terhadap motivasi belajar siswa SD. Ditemukan bahwa pendampingan orang tua memiliki pengaruh sebesar 69,9%, sementara lingkungan belajar memengaruhi motivasi belajar sebesar 37,8%. Temuan ini menyoroti pentingnya faktor-faktor independen tersebut dalam meningkatkan semangat belajar para siswa di tingkat SD, khususnya pada kelas IV Gugus 3 Kecamatan Srengat Kabupaten Blitar.

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The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis

Ma,

Tellegen,

Hodges

et al. 2024

Educ Psychol Rev

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High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents’ contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents’ contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r = .189). The associations were stronger for education-focused parenting self-efficacy (r = .183) than general parenting self-efficacy (r = .114) and were stronger still for home-based participation (r = .248) and parental expectations and aspirations (r = .248) than school-based participation (r = .124) and parent-teacher communication/relationship (r = .090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents’ contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed.

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The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study

Cited by 3 publications

References 65 publications

Parenting and Disciplinary Behavior on Elementary School Student Learning Outcomes

Parenting and Disciplinary Behavior on Elementary School Student Learning Outcomes

Peningkatan Belajar Siswa Ditinjau Dari Pendampingan Orang Tua Dan Lingkungan Belajar

The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis

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