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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.
Ma, Tianyi; Tellegen, Cassandra L; Sanders, Matthew R.
Affiliation
  • Ma T; Parenting and Family Support Centre, The University of Queensland, 13 Upland Road, St Lucia 4072, Australia. Electronic address: tianyi.ma@uq.edu.au.
  • Tellegen CL; Parenting and Family Support Centre, The University of Queensland, 13 Upland Road, St Lucia 4072, Australia.
  • Sanders MR; Parenting and Family Support Centre, The University of Queensland, 13 Upland Road, St Lucia 4072, Australia.
J Sch Psychol ; 103: 101296, 2024 Apr.
Article in En | MEDLINE | ID: mdl-38432724
ABSTRACT
High-quality teacher-child relationships and parent-teacher communications have substantial benefits to children's well-being and school functioning. However, more research is needed to understand how parenting self-efficacy influences these relationships. This cross-sequential study investigated the direct associations of parenting self-efficacy with the teacher-child relationship and parent-teacher communication, as well as potential mediation pathways. The present study included a sample of 8152 children who participated in the Longitudinal Study of Australian Children (LSAC), a large study with a nationally representative sample of children from two cohorts who were 4 years apart. We used data collected in three waves when participating children were ages 6 years, 8 years, and 10 years. Structural equation modeling was used to test a panel model with parent-reported parenting self-efficacy and parent-teacher communication quality, as well as teacher-reported teacher-child relationship, child behavior difficulties, and child prosocial behaviors at school. Cross-lagged regressions demonstrated that baseline parenting self-efficacy directly and positively linked with the quality of teacher-child relationship and parent-teacher communication 2 years later. Child behavior at school was identified as a mediation pathway between parenting self-efficacy and teacher-child relationship. The same patterns were identified in two waves (Waves 6-8 and Waves 8-10). Limited child gender, parent gender, or cohort differences were observed. The current findings provide initial support that parenting self-efficacy may have spillover effects on school-related factors. The findings have implications both for parenting and school researchers and for child mental health practitioners because one important way to promote parenting self-efficacy is through evidence-based parenting programs.
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Full text: 1 Collection: 01-internacional Database: MEDLINE Main subject: Parenting / Communication / Interpersonal Relations Limits: Child / Humans Country/Region as subject: Oceania Language: En Journal: J Sch Psychol Year: 2024 Document type: Article

Full text: 1 Collection: 01-internacional Database: MEDLINE Main subject: Parenting / Communication / Interpersonal Relations Limits: Child / Humans Country/Region as subject: Oceania Language: En Journal: J Sch Psychol Year: 2024 Document type: Article