Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised

Abstract

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.

Parent Behavior Importance Questionnaire-Revised: Scale Development and Psychometric Characteristics

“…The 73 items were also considered in terms of factor analysis; in general, the analyses confirmed the factor structure of each of the seven subscales as well as the overall measure (Mowder 2009). …”

“…Although the PBIQ is a relatively strong assessment measure of parenting, several criticisms were raised (Mowder 2009). The two most significant included the restricted number of behavioral items (e.g., some PBIQ subscales had as few as five items while other subscales incorporated substantially more), and the 38 items presented a decidedly positively skewed parenting focus.…”

Scaffolding in Parenting With Respect to Cognitive and Social Development of Their Children.

“…But scaffolding can be done after assessing the current knowledge and experience of the child, by relating the content or elements of the task to what child already understands or can do, then breaking a task into small, more manageable tasks which can provide an opportunity to the child for intermittent feedback and lastly by using verbal cues and prompts to assist the child (Silver, 2011). Mowder (2005) demonstrated that parents as social beings perform behaviours that involve six primary characteristics: bonding, discipline, education, general welfare and protection, responsivity, and sensitivity (Mowder & Shamah, 2011). This theory states that a seventh parenting characteristic, negativity, which encompasses negative parenting behaviours, such as spanking, influence the social role of children in future to a great extent.…”