The present study built on prior research by examining the relationship of parental stress and social support to parenting beliefs and behaviors. A sample of 87 parents provided their views concerning the importance of parenting characteristics as well as their level of parental stress and perceived social support. These parents completed the Parent Behavior Importance Questionnaire-Revised, as well as the Parenting Stress Index-Short Form, and the Multidimensional Scale of Perceived Social Support. Results reveal that, in general, less parenting stress was related to more positive parenting perceptions and more parenting stress was related to less positive parenting perceptions. Perceived social support was not found to moderate the relationship between parenting stress and parenting perceptions. This study extends prior research regarding parenting in relation to stress by adding the dimension of social support. There are substantial implications for parent education, professional practice, and research.

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This study evaluated the test-retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire-Revised (PBIQ-R) and Parent Behavior Frequency Questionnaire-Revised (PBFQ-R). These self-report parenting behavior assessment measures may be utilized as pre-and post-parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ-R) or frequency (PBFQ-R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test-retest reliability estimates suggest psychometric strength. Results are discussed relative to parenting theory and research, as well as school psychology policy and practice. C 2011 Wiley Periodicals, Inc.

This paper reports the scale development and psychometric characteristics of the Parent Behavior Importance Questionnaire-Revised (PBIQ-R). To develop this measure, 502 subject matter experts (SMEs) evaluated 91 parenting behaviors in terms of parenting behavior specificity (e.g., bonding, discipline), importance level, and appropriateness for children of differing developmental stages (e.g., infant/toddler, adolescent). SME responses were used to develop the PBIQ-R and related subscales. The resulting 73 item measure provides a psychometrically strong avenue for determining respondents' parenting behavior values. The measure and corresponding subscales are closely aligned with current parenting theory and developmental literature with respondents indicating the relative importance of a range of positive as well as negative parenting behaviors. Results suggest moderate to strong factor consistency, construct validity, and internal consistency. Findings are discussed relative to parenting theory and research as well as clinical, counseling, and school psychology practice.

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