The Role of Maternal Beliefs in Predicting Home Learning Activities in Head Start Families*

Abstract

A conceptual model specifying that maternal beliefs (maternal self‐efficacy, perceived control) mediate the relation between child–family characteristics (child's difficult temperament, mother's education, stressful life events) and the extent of involvement in home learning activities in Head Start families was tested. The sample was 306 mothers (51% Mexican American, 36% Anglo American, 13% other minorities). Results provided partial support for the model (i.e., parental self‐efficacy mediated the effects of the child's difficult temperament on mothers' reports of family involvement in home learning activities). Maternal education and family stress were not directly related to home learning, although family stress influenced home learning indirectly through parental self‐efficacy. Separate analyses yielded comparable results for Anglo Americans and Mexican Americans. Ways to facilitate parent self‐efficacy are discussed.

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