The Effects of a Self-Efficacy Enhancement Program on Caregivers’ Language Development Promotion Behaviors for Preschool Children
Keywords:
Self-Efficacy, Language Development, Caregivers of Preschool ChildrenAbstract
This two-group pretest–posttest design quasi-experimental research aimed to examine the effects of a self-efficacy enhancement program on caregivers’ competencies for language development promotion behaviors among preschool children. The sample consisted of 52 primary caregivers of child development centers in Ratchaburi Municipality. Participants were selected by simple random sampling and divided into an experimental (n = 27) and a control group (n = 25). All preschool children in child development centers were aged between 2 years and 3 years and 11 months. Data were collected from December 2023 to February 2024. The research instruments were 1) a general information questionnaire, 2) a language development promotion behavior questionnaire (CVI = .97 ; Cronbach’s alpha coefficient = .82), as well as 3) the self-efficacy enhancement program, consisting of an implementation plan (CVI = .96), storybooks, model videos, and a language development promotion manual (CVI = 1.00). Data were analyzed using chi-square test, Fisher’s exact test, independent t-test, and paired t-test. The results showed as follows.
1. Caregivers in the experimental group had significantly higher overall language development-promoting behavior scores than those in the control group (p-value < .05). However, no significant differences were observed in behaviors related to receptive language (p-value = .055) and expressive language (p-value = .129) between the two groups.
2. Caregivers in the experimental group demonstrated significantly higher posttest scores compared with their pretest scores (p-value < .05).
These results suggest that nurses may apply this program for caregivers of preschool children to enhance their confidence and ability in effectively promoting children’s language development.
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