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Latent profiles of parental self‐efficacy and children's multisource‐evaluated social competence
Author(s) -
Junttila Niina,
Vauras Marja
Publication year - 2014
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12040
Subject(s) - prosocial behavior , psychology , developmental psychology , social competence , competence (human resources) , social skills , clinical psychology , social change , social psychology , economics , economic growth
Background The interrelation between mothers' parental self‐efficacy ( PSE ) and their school‐aged children's well‐being has been repeatedly proved. The lack of research in this area situates mainly on the absence of fathers, non‐existent family‐level studies, the paucity of independent evaluators, and the use of global PSE estimates. Aims We aimed to qualitatively identify different subgroups of mothers, fathers, and couples based on their PSE factors. Furthermore, we aimed to study the interrelations between these PSE subgroups and children's school‐related social competence evaluated by the children themselves as well as by their peers, teachers, and parents. Sample Sample ( n = 981; girls n = 467; boys n = 514) consisted of fourth‐grade (mean age, 10 years old) children, their teachers, peers, and parents (mothers n = 876; fathers n = 696). Methods Latent profile analysis was used to identify parents with similar patterns of PSE . The data of mothers and fathers were modelled separately and as a family‐level combination. Interrelations between PSE subgroups and children's multisource‐evaluated social competence were analysed with group comparisons. Results Separate subgroups of mothers, fathers, and couples were identified and labelled based on their PSE profiles. Subgroups were found to differ among mothers' age and education and children's academic skills. Most of the interrelations between PSE subgroups and children's social competence were statistically significant in a sense that children of parents with strong PSE were evaluated as more prosocial and less antisocial than others. Conclusion Despite new perspectives on parents' PSE estimates and use of behaviour evaluators outside the family system, the interrelation between positive PSE and children's social competence and learning remains strong.