Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention

Abstract

This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation of parenting skills to support their child’s development and wellbeing, a toolkit of kindergarten readiness resources, and social support with other parents. Parent self-efficacy was collected pre and post intervention utilizing the Parent Empowerment and Efficacy Measure (PEEM). Paired samples t-tests demonstrated statistically significant increases in parents’ overall self-efficacy, t(44) = 3.55, p < .05, and efficacy to connect to resources following the intervention, t(44) = 4.30, p < .05. Focus groups explored parents’ perceived growth and confidence to parent and the quality of the relationship with their child after the intervention. Thematic analyses illuminated five core themes, including increased confidence in managing their child’s behavior and emotional regulation, increased ability to perspective take with their child, increased knowledge of milestones and child development, improved conscientiousness and intentional parenting skills, and an increased efficacy to utilize a toolkit of parent resources and skills. Results and implications are discussed regarding how school psychologists and other school staff can support the home learning environment of families during the transition to kindergarten to promote optimal child development.

Keywords:

• Parent training
• early childhood
• interventions
• kindergarten
• prevention

Acknowledgements

The authors would like to thank all the parents who participated in this research study and intervention during the midst of the COVID-19 pandemic. Additionally, the authors would like to acknowledge the efforts of the undergraduate research assistants who contributed to data transcription.

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethics approval

This study was reviewed and determined exempt by the University of California, Santa Barbara Internal Review Board.