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|a LB1575.C68 2011_CoyleStephen |2 BU-Local |
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|a Parent self-efficacy and time spent on reading activities with their children |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a Barry University Theses -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 29-35). |
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|a Copyright Stephen Coyle. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a It has become increasingly more important to assist parents in acknowledging that they play an essential role in their children’s reading acquisition. Grounded in Albert Bandura’s theory of self-efficacy, the purpose of this study was to investigate the relationship between the belief of parents in their ability to assist in their child’s literacy development, described as their level of self-efficacy, and its relationship to the amount of time they spend participating in reading activities with their children. Participants were composed of 100 parents (9 men and 91 females) of school-aged children between the grades of kindergarten and second grade. Demographic information such as annual family income, gender, completed level of education, and time spent participating in reading activities with children was gathered in a survey format. It was hypothesized there would be a correlation between parents who report high levels self-efficacy and parents who report spending a great deal of time participating in reading activities with their children. A correlation matrix was completed to evaluate the relationship among several variables which included education level, self-efficacy, time spent reading with their children, and level of involvement As hypothesized, parents who reported higher levels of self-efficacy also reported spending more time participating in reading with their children than parents with lower self-efficacy. Other variables of interest revealed a large correlation between level of education and self-efficacy. There were, however, no correlations found between levels of education and time spent reading or level of involvement. Limitations and suggestions for future research are discussed. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Children |x Books and reading. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001529/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/29/00001/LB1575_C68 2011_CoyleStephenthm.jpg |
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|a Theses and Dissertations |
