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  Parental Modeling

Parental Report of Modeling
Last updated: May, 2005

This scale assesses parents’ self-reports of modeling strategies for solving problems, self-regulating, and learning. The scale was adapted from Martinez-Pons (1996) and was used during our recent three-year study of the parental involvement process (Hoover-Dempsey & Sandler, 2005). 

The scale employed a six-point Likert-type response scale: 1 = not at all true, 2 = a little bit true, 3 = somewhat true, 4 = often true, 5 = mostly true, 6 = completely true.

Alpha reliability for the scale when used with a sample of 358 parents of public school students in grades 4-6 was .94, as reported in Hoover-Dempsey & Sandler (2005).

Parents were asked to respond to the following prompt:
“Parents and families do many different things when they help their children with schoolwork. We would like to know how true the following things are for you and your family when you help your child with schoolwork. Please think about the current school year as you read and respond to each item.”

We show this child that we …
… like to learn new things.
... know how to solve problems.
... enjoy figuring things out.
... do not give up when things get hard.
... ask others for help when a problem is hard to solve.
... can explain what we think to others.
... can learn new things.
... want to learn as much as possible.
... like to solve problems.
... try different ways to solve a problem when things get hard.


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.

The Family-School Partnership Lab is part of the Psychology and Human Development Department, Peabody College, Vanderbilt University.