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Parental Perceptions of Specific Child
Invitations to Involvement
Last updated: May, 2005
The scale, reported in Walker, Wilkins,Dallaire, Sandler & Hoover-Dempsey
(2005) was developed during a three-year study of the parental involvement
process ( Hoover-Dempsey & Sandler, 2005).
To create the measure, we identified six common involvement behaviors.
The activities selected included: communicating with the teacher, communicating
with the child about the school day, helping the child with homework, supervising
the child’s homework, helping out at the school, and attending special
events at the school. Items to assess parents’ ideas about how often their
child specifically invited them to participate in these activities.
The scale employed a six-point Likert-type scale: 1 = never; 2 = 1 or
2 times; 3 = 4 or 5 times; 4 = once a week; 5 = a few times a week; 6 = daily.
Alpha reliability reported by Walker et al. (2005; see also Hoover-Dempsey
& Sandler, 2005) was .81.
Participants were asked to respond to the following prompt:
“Dear Parent, please indicate HOW OFTEN the following have happened since
the beginning of this school year.”
1.
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My child asked me
to help explain something about his or her homework.
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2.
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My child asked me
to supervise his or her homework.
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3.
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My child talked with
me about the school day.
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4.
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My child asked you
to attend a special event at school.
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5.
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My child asked me
to help out at the school.
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6.
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My child asked me
talk with his or her teacher.
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References:
Hoover-Dempsey, K.V., & Sandler,
H.M. (2005). F inal Performance Report for
OERI 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.
Walker, J. M. T., Wilkins, A. S., Dallaire, J. P., Sandler,
H. M., &
Hoover-Dempsey, K. V. (2005). Parental involvement:
Model revision through scale development. Elementary School Journal,
106(2); 85-104.
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