How does parenting self-efficacy develop? A grounded theory study of the influences on parents’ feelings and beliefs about themselves in role
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Morgan, Hannah Emily (2022) How does parenting self-efficacy develop? A grounded theory study of the influences on parents’ feelings and beliefs about themselves in role. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available
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Abstract
Parents’ beliefs about their ability to perform effectively as a parent, referred to as ‘parenting self-efficacy’, are associated with child behaviour, socio-emotional functioning and academic achievement, as well as parenting competence and functioning (Jones & Prinz, 2005). Research has shown that the most significant neural development takes place during the period between birth and three years and that early experiences can have a lifelong impact on children’s mental and emotional health, language and communication, and other key skills (Music, 2017). This research adopted a Constructivist Grounded Theory approach to explore how parenting self-efficacy emerges and develops in first-time parents. Nine participants engaged in a single semi-structured interview with the researcher via a virtual platform. Demographic information relating to the parents and their children was collected and used to inform theoretical sampling to ensure a range of perspectives and experiences were reflected in the data. Three cycles of data collection, coding and analysis were conducted; use of NVivo qualitative data analysis software supported the coding and analysis process. The findings offer new ideas to existing conceptualisations of parenting self-efficacy by presenting a transactional model for how the construct emerges and develops. Through applying a qualitative methodology that generates theory based on parents’ own perspectives, the study provides a unique offering that has relevance for both theory and practice. This research will be of interest to services and practitioners that support young families; researchers and professionals who are interested in early child development or the transition to parenthood; and parents themselves.
| Item Type: | Thesis (Professional Doctorate) |
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| Additional Information: | Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex |
| Uncontrolled Keywords: | Professional Doctorate in Child, Community and Educational Psychology Edpsych Updates |
| Subjects: | Families > Parent Child Relations/Parenthood Learning & Education > Educational Psychology Research, Tests, Assessments > Grounded Theory |
| Department/People: | Children, Young Adult and Family Services Research |
| URI: | https://repository.tavistockandportman.ac.uk/id/eprint/2724 |
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