In this study, 110 mothers and 110 fathers of 5-to 12-yearold boys and girls completed the Parenting Sense of Competence (PSOC) scale and measures of child behaviour, parenting style, and marital satisfaction. We replicated the factor structure of the Parenting Sense of Competence Scale produced by Johnston and Mash (1989), and provided evidence that the Satisfaction and Efficacy scales from this measure assess distinct aspects of parenting selfesteem. Interestingly, parents of girls reported higher Efficacy scores than parents of boys. To address the validity of the PSOC scale, we calculated partial correlations between Efficacy and Satisfaction PSOC scores and other measures of family functioning, controlling for the shared variance between the two scales. Significant small-tomoderate size correlations were found between parents' reports of both internalizing and externalizing child problems and Satisfaction scores, but correlations with Efficacy scores were generally small and nonsignificant, particularly for mothers. We also found that mothers and fathers who reported a more easy-going, low-conflict parenting style were more satisfied in parenting; for mothers, a similar relationship was found for parenting efficacy. In addition, Satisfaction scores shared a small but significant amount of variance with mother-father agreements in parenting style, as well as marital satisfaction. Implications of the findings for the use of the Parenting Sense of Competence scale are discussed.

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This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed.