Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems
Bibliographic Data
| ID | 9729648 |
|---|---|
| Authors | Gal Harpaz (0000-0002-6117-1538, The Open University of Israel, Raanana, Israel), Yael Grinshtain (0000-0003-1205-0083, The Open University of Israel, Raanana, Israel, corresponding author) |
| Year | 2020 |
| Volume | 52 |
| Issue | 9 |
| Pages | 1397-1416 |
| Publication date | 2020-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124520915597 |
| OpenAlex | W3016806706 |
| Language | EN |
| Citations received | 20 |
| References cited | 47 |
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions
Developmental psychology · Dimension (graph theory · Help-seeking · Self-efficacy · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Parenting styles and helping orientations among parents in rural and urban settlements in Israel's northern periphery
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Parental Self-Efficacy Predicted by Parents’ Subjective Well-Being and Their Parenting Styles with Possible Role of Help-Seeking Orientation from Teachers
Parental involvement in school pedagogy
Part I
Part II
Partners in Education Survey
Parent-Teacher Cooperation and Adolescent Academic Development
Educational Value Priorities of Chinese Parents in a Global City
Longitudinal trajectories of parent–teacher communication during elementary school
Involved Is an Interesting Word
Helping Intergroup Relations
When Middle-Class Parents Choose Urban Schools
Human Development, Bioecological Theory of
Potential roles of parental self-efficacy in parent and child adjustment
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education
Income Is Not Enough
Avoiding Seeking Help in the Classroom
Parenting Self‐Efficacy Among Mothers of School‐Age Children
Self-Report Measures of Parental Self-Efficacy
Barriers to parental involvement in education
Barriers to School Involvement
A Measure of Parenting Satisfaction and Efficacy
Socioeconomic Inequalities in Depression
Toward a Psychology of Human Agency
International Encyclopedia of Adult Education
Urie Bronfenbrenner's Theory of Human Development
Teachers' capital and relations with parents
Teachers’ capital in view of intensive parental involvement in school
Parental Involvement and Adolescents’ Educational Success
A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students
Parent Empowerment and Teacher Professionalism
Inter–Group Helping Relations as Power Relations
Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools
Toward an experimental ecology of human development
Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School
| Unique citing works | 20 |
|---|---|
| Citations per year | 4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |