Coparenting and parental involvement in education: the mediating role of motivational beliefs

Çetin, Mustafa; Demircan, Hasibe Özlen

doi:10.1080/13229400.2022.2045210

Cited by 3 publications

(1 citation statement)

References 88 publications

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“…Indeed, it is highly probable that items may be of different importance (preventing metric invariance from being achieved) or that the mean scores on various items vary across different countries (preventing scalar invariance from being achieved). This goal is innovative in that it builds on studies of the validation of the CRS at the country level (Calders, 2021;Çetin & Demircan, 2023;Favez et al, 2021;Feinberg et al, 2012Feinberg et al, , 2016Galdiolo & Roskam, 2016;Luo, 2022;Mosmann et al, 2018;Nakamura et al, 2021;Pinto & Figueiredo, 2023, 2024Shai, 2019;Soma et al, 2021;Takeishi et al, 2017; see Supplemental Material) by focusing on the cross-country aspect, which is the first step to adequately compare coparenting relationships across these different contexts. In the present study, we use the full version, not the brief version, of the CRS.…”

Section: The Present Studymentioning

confidence: 99%

Measurement invariance of the Coparenting Relationship Scale (CRS) across 10 countries.

Tissot,

Van Heel,

Feinberg

et al. 2024

Journal of Family Psychology

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The purpose of this study was to assess the factor structure and the measurement invariance of the Coparenting Relationship Scale (CRS) across 10 countries based on the seven-factor coparenting model (i.e., Coparenting Agreement, Coparenting Closeness, Exposure to Conflict, Coparenting Support, Endorsement of Partner's Parenting; Division of Labor) proposed by Feinberg (2003).The results of research on coparenting from numerous countries have documented its foundational importance for parent mental health, family relationship quality, child development, and psychopathology. Yet, a cross-country perspective is still lacking. Such a perspective can provide insight into which dimensions of coparenting are universally recognized and which are especially prone to variation. A unique multinational data set, comprised of 15 individual studies collected across 10 countries (Belgium,

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Section: The Present Studymentioning

confidence: 99%

Measurement invariance of the Coparenting Relationship Scale (CRS) across 10 countries.

Tissot,

Van Heel,

Feinberg

et al. 2024

Journal of Family Psychology

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Mapping the Theoretical Landscape of More-Than-Parental Involvement

Sadownik

2023

International Perspectives on Early Childhood Education and Development

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This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1.

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Determinants of Turkish Parents’ Involvement in Early Childhood Education: The Roles of Role Activity and Self-Efficacy Beliefs for Involvement

Çetin,

Demircan

2024

Journal of Comparative Family Studies

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This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study results revealed that role activity and self-efficacy beliefs either fully or partially mediated the relationships between contextual variables and parent involvement in education, meaning the existence of relationships, either in total or in part, depends on parents’ role activity and self-efficacy beliefs. Overall, the study concluded that parents’ role activity and self-efficacy beliefs are two essential factors associated with parent involvement level because they enhance the relationship of the contextual factors with parent involvement, even they activate the relationship between some contextual factors and parent involvement level.

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Coparenting and parental involvement in education: the mediating role of motivational beliefs

Cited by 3 publications

References 88 publications

Measurement invariance of the Coparenting Relationship Scale (CRS) across 10 countries.

Measurement invariance of the Coparenting Relationship Scale (CRS) across 10 countries.

Mapping the Theoretical Landscape of More-Than-Parental Involvement

Determinants of Turkish Parents’ Involvement in Early Childhood Education: The Roles of Role Activity and Self-Efficacy Beliefs for Involvement

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