Student Report of Parent’s Use of
Modeling
Last updated: May, 2005
This scale assesses the extent to which a student perceives that his or her
parent (or other family member identified by the student) encourages student
behaviors, interests, and beliefs conducive to achievement during a representative
parental involvement activity, monitoring or helping the student with homework.
The scale was adapted from Martinez-Pons (1996) and reported in
Hoover-Dempsey and Sandler (2005). It includes
items in the
Parental Report of Modeling
Scale, altered as appropriate for student perspective and response.
The scale employed a four-point Likert-type scale: 1 = not true, 2 = a little
true, 3 = pretty true, 4 = very true.
The scale achieved an alpha reliability of .75 as administered to a sample
of 358 public school students in grades 4-6 (Hoover-Dempsey & Sandler,
2005).
Students were asked to respond to the following prompt:
“Dear Student, Families do many different things when they help children
with school. Please think about how your family helps you with school and
fill in the circle that matches what is most true for them. Thank you!”
The person in my family who usually helps me with my homework…
1.
|
… likes to learn new things.
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2.
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…wants to learn as much as possible.
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3.
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…likes to solve problems.
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4.
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…enjoys figuring things
out.
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5.
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…knows how to solve
problems.
|
6.
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…tries a different way
if he or she has trouble solving a problem.
|
7.
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…doesn’t give up when
things get hard.
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8.
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…can learn new things.
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9.
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…asks other people
for help when a problem is hard to solve.
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10.
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…can explain what he
or she thinks to other people.
|
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.
Martinez-Pons, M. (1996). Test of a model of parental inducement
of academic self-regulation.
Journal of Experimental Education, 64,
213-227.
