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  Student Report of Parent Instruction

Student Report of Parent's Use of Instruction
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) instructs or teaches the student 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 Instruction 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 .86 when 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 teaches me…
… ways to make my homework fun.
… how to find out more about things that interest me.
… to try the problems that help me learn the most.
… to have a good attitude about my homework.
… to make sure I understand one part before I go on to the next.
… to take a break from my work when I get frustrated.
… how to check my homework as I go along.
… to go at my own pace while doing my homework.
… to keep trying when I get stuck.
… to stick with my homework until I get it all done.
… to work hard.
… to ask questions when I don't understand something.
… how to get along with others in my class.
… to follow the teacher's directions.
… to talk with the teacher when I have questions.


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.