The Effect of Using Art Activities in Home Literacy Bags on Elementary School Parents' Self-Efficacy Beliefs
Item
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Title
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The Effect of Using Art Activities in Home Literacy Bags on Elementary School Parents' Self-Efficacy Beliefs
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Identifier
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d_2009_2013:980a795d8491:10846
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identifier
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11200
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Creator
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Brookman Kadish, Heather,
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Contributor
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Helen Johnson
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Reading instruction | art | beliefs | literacy bags | parents | sel efficacy
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Abstract
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The present study examined the impact of including art activities in family literacy materials on parents' beliefs about reading and their self-efficacy beliefs about their ability to teach reading to their young children. The study took place over five weeks in a private day school in New York City with middle to upper-class population. The 70 student participants (i.e., across kindergarten through second grade) were randomly assigned to either treatment (i.e., literacy bags with art experience) or control (i.e., no art), with assignment done separately for males and females. Multi-item measures were used that assessed demographics, home literacy environment, family involvement in school, children's interest in literacy, and parental efficacy and reading beliefs. Though not statistically significant, parents' self-efficacy scores in the experimental group improved and their enjoyment scores increased over time while the parents' scores in the control group fluctuated randomly across the four weeks with marginally significant differences between the two groups found during the last week. A modest statistically significant correlation was found between parents' self-efficacy and parental involvement. The students in the experimental group reported that they enjoyed the artwork. The current study suggested that offering a broader range of literacy activities can enhance and increase the impact of parent involvement initiatives in children's literacy learning. The findings suggest a relationship between parental self-efficacy and parental involvement, and that art activities affect both of these factors. Results raised the possibility that there is value in exploring ways to extend the benefit of art activities. Limitations of the study included the variable aspects of self-reporting for data collection, potential incongruence between books used and students' particular interests and skills, limited and homogenous population sample, and limited family background information. Future research should further explore the effect of incorporating art on parents' self-efficacy and reading beliefs.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
