Parental Perceptions of Personal Time
and Energy for Involvement Activities
Last updated: May, 2005
This 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 scale, we identified six common involvement behaviors and asked
parents to indicate how much time and energy they perceive they have for
engaging in each.
The scale employed a six-point Likert-type response scale: disagree very
strongly = 1, disagree = 2, disagree just a little = 3, agree just a little
= 4, agree =5, agree very strongly = 6.
Alpha reliability reported by Walker et al. (2005; see also Hoover-Dempsey
& Sandler) was .84.
Participants were asked to respond to the following prompt:
“Please indicate how much you AGREE or DISAGREE with each of the following
statements. Please think about the
current school year as you consider
each statement.”
1.
|
I have enough time
and energy to communicate effectively with my child about the school
day.
|
2.
|
I have enough time
and energy to help out at my child’s school.
|
3.
|
I have enough time
and energy to communicate effectively with my child’s teacher.
|
4.
|
I have enough time
and energy to attend special events at school.
|
5.
|
I have enough time
and energy to help my child with homework.
|
6.
|
I have enough time
and energy to supervise my child’s homework.
|
References:
Hoover-Dempsey, K.V., & Sandler, H.M. (2005).
Final 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.
