The Relationship Among Knowledge of Effective Behavioral Strategies, Parental Self-Efficacy, and Child Behavior: Implications for Early-Intervention Parent-Training Programs

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Kirk, Mairi L.
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Middle Tennessee State University
This study examined the relationship among parental knowledge of effective behavioral strategies, parental self-efficacy, and parent-reported child externalizing behavior. A nonclinical sample including 36 parents of preschool-age children was included in the data analysis. Multiple regression analyzing the relationship of the variables revealed that when parental knowledge was held constant, both task-specific self-efficacy (i.e., sense of self-efficacy in responding to disruptive behaviors in various situations) and self-efficacy in the parenting role were significant predictors of child behavior. Self-efficacy in the parenting role was a better predictor of child behavior than task-specific self-efficacy. Knowledge of behavioral principles was not a significant predictor of child behavior; however, a significant relationship was found between knowledge and self-efficacy in the parenting role. This information could be useful in the development and betterment of early-intervention parent-training programs.
Child Behavior, Early-Intervention, Parental Knowledge, Parental Self-Efficacy, Parent-Training Programs, Preschool-Age Children