This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

Although parents in television are often depicted in negative patterns, little to no research has empirically examined the effect of viewing these depictions of parent efficacy and stress. The purpose of this study is to use experimental methods to assess the effect of viewing authoritative, authoritarian, and stereotypical depictions of parents in television on parental efficacy and parent stress. A sample of 122 parents of adolescents were randomly assigned to one of three condition groups: authoritarian, authoritative, and stereotypical. Each group watches a different clip from a television show, and then reported on their comparison of themselves against the parents depicted in the television clip. Parents then answered questions assessing parent efficacy and parent stress. Results revealed that there were no differences in levels of parent efficacy and parent stress based on condition, and a SEM analysis did not find that social comparison served as a meaningful mediator for the relationship between television depiction of parents (condition group) and either parent efficacy or parent stress. Parents did, however, engage in social comparison differently based on their condition group. These findings indicate that portrayals of parents in media do not affect parent efficacy or parent stress for parents of adolescents.

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