Parental Role Construction for Involvement (Categorical)
Hoover-Dempsey‚ Wilkins‚ Sandler & O’Connor‚ 2004
سازوکار نقش والدین در مشارکت
Scale 1: Parent-focused Role Construction
Belief items:
1. It’s my job to explain tough assignments to my child.
2. It’s my job to make sure my child understands his or her assignments.
3. I make it my business to stay on top of things at school.
Behavior items:
1. I kept an eye on my child’s progress.
2. I made sure that my child’s homework got done.
3. I helped my child study for tests or quizzes.
4. I talked to my child about what he or she is learning.
5. I took my child to the library‚ community events‚ or similar places.
Scale 2: School-focused Role Construction
Beliefs:
1. I assume my child is doing all right when I don’t hear anything from the school.
2. The teacher has to let me know about a problem before I can do something about it.
3. I get most of my information about my child’s progress from report cards.
4. My child’s learning is mainly up to the teacher and my child.
Behaviors:
1. I expected the school to notify me if my child had a problem.
2. I expected my child to do his or her homework at school.
3. I relied on the teacher to make sure my child understands his or her assignments.
Scale 3: Partnership-focused Role Construction
Beliefs:
1. I like to spend time at my child’s school when I can.
2. It’s important that I let the teacher know about things that concern my child.
3. I find it helpful to talk with the teacher.
4. My child’s teacher(s) know(s) me.
Behaviors:
1. I exchanged phone calls or notes with my child’s teacher.
2. I got advice from the teacher.
3. I contacted the teacher with questions about schoolwork.
اعتبار: آلفا برای مقیاس نخست 0.62 ، نقش محوری مدرسه 0.93 و نقش محوری مشارکت 0.72 در مطالعه ای بر 877 دانش آموز پایه ششم مدارس عمومی به دست آمده است.
شرح تارنمای روان سنجی: سه مقیاس سازوکار نقش والدین در مشارکت، بر سه محور والدین، مشارکت و مدرسه، در دو بعد رفتار و باورها متمرکز است. بر پایه تئوری مورد نظر هوور- دمپسی و جونز 1997 ، مشارکت پدر و مادر با مدرسه در درجه نخست مسئولیت موفقیت فرزندان در مدرسه قرار دارد.
این مقیاس در جریان مطالعه نخست پدید آمده است.
چگونگی دستیابی
نمره گذاری
For behavior: 1 = never‚ 2=once so far this year‚ 3=about once a month‚ 4=once every two weeks‚ 5=once a week‚ 6=daily
For beliefs: 1=disagree very strongly‚ 2=disagree‚ 3=disagree just a little‚ 4=agree just a little‚ 5=agree‚ 6=agree very strongly
منبع برای آگاهی بیشتر
Hoover-Dempsey‚ K. V.‚ Bassler‚ O. C.‚ & Brissie‚ J. S. (1992). Explorations in parent-school relations. Journal of Educational Research‚ 85‚ (5)‚ 287-294.
Hoover-Dempsey‚K.V.‚ & Jones‚ K.P. (1997‚ March). Parental role construction and parental involvement in children’s education. Paper presented at the Annual Meeting of the American Educational Research Association‚ Chicago‚ IL.
Hoover-Dempsey‚ K.V.‚ & Sandler‚ H.M. (1997). Why do parents become involved in their children's education? Review of Educational Research‚ 67‚ 3-42.
Hoover-Dempsey‚ K.V.‚ & Sandler‚ H.M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record‚ 97‚ 310-331.
Hoover-Dempsey‚ K.V.‚ & Sandler‚ H.M. (2005). Final Performance Report forOERI Grant # R305T010673: The Social Context of Parental Involvement: A Path to Enhanced Achievement. Presented to Project Monitor‚ Institute of Education Sciences‚ U.S. Department of Education‚ March 22‚ 2005.
Hoover-Dempsey‚ K.V.‚ Wilkins‚ A.S.‚ O’Connor‚ K.P.J.‚ & Sandler‚ H.M. (April‚ 2004). Parental role construction for involvement: Interactions among theoretical‚ measurement and pragmatic issues in instrument development. Paper presented at the Annual Meeting of the American Educational Research Association‚ San Diego‚ CA.
Walker‚ J.M.T.‚ Wilkins‚ A.S.‚ Dallaire‚ J.R.‚ Sandler‚ H.M.‚ & Hoover-Dempsey‚ K.V.(2005). Parental involvement: Model revision through scale development. Elementary School Journal‚ 106(2); 85-104.