Modeling the Relationships Between Parent Strengths, Parenting Efficacy Beliefs, and Child Social-Emotional Behavior Shared Activities and Child Well-Being

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Carl Joseph Dunst


The purpose of the study was to evaluate the relationships between child participation in parent interest-based and parent ability-based everyday activities, parenting efficacy beliefs, and child well-being. A strengths-based positive psychology framework was used to guide the conduct of the study and to posit hypothesized relationships among the study variables. 344 parents and other primary caregivers of infants, toddlers, and preschoolers residing in 49 of the 50 States in America. Latent variables were used to measure two child learning constructs (parent interest-based and parent ability-based activities), two parenting efficacy belief constructs (confidence and competence), and two child well-being constructs (positive well-being and negative well-being). Structural equation modeling was used to evaluate the direct and indirect effects of parent-provided everyday child learning opportunities on parenting efficacy beliefs and child well-being. Child participation in parent interest-based and parent ability-based everyday activities was directly related to parenting efficacy beliefs and indirectly related to child well-being mediated by parents’ belief appraisals. Parenting efficacy beliefs were also directly related to child well-being. Findings illustrate how parent and child shared experiences are interrelated, and how strengths-based, positive parenting practices are related to both parenting efficacy beliefs and child well-being.


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Dunst, C. J. (2020). Modeling the Relationships Between Parent Strengths, Parenting Efficacy Beliefs, and Child Social-Emotional Behavior: Shared Activities and Child Well-Being. International Journal of Child Development and Mental Health, 8(2), 11-18. Retrieved from
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