Parent Involvement Project (PIP) Parent and Student Questionnaires: Study 4
Kathleen V. Hoover-Dempsey, Howard M. Sandler, Joan M.T. Walker
Department of Psychology and Human Development
Box 512, Peabody College, Vanderbilt University, TN 37203
phone: 615-343-4962; fax 615-343-9494;
email: d.whetsel@vanderbilt.edu
The Parent Involvement Project (PIP) Parent and Student Questionnaires were developed to
conduct the fourth in a series of four OERI-funded research projects. The projects were designed
to examine the following questions: (a) Why do parents choose to become involved in their
children’s education? (b) What forms do their involvement take? (c) How do parents' specific
involvement mechanisms, once engaged, influence children’s educational achievement?
Grounded in Hoover-Dempsey and Sandler’s (1995, 1997) model of the parental involvement
process, this study examined all five levels. Two questionnaires were developed to assess parent
and student reports of Levels 1 through 4. The parent questionnaire includes: Level one—the
contributions of hypothesized predictors (role construction, sense of efficacy, general invitations
to involvement, and child attributes that invite involvement) to parents basic involvement
decisions—Level two—influences on parents’ involvement forms (time/resources, knowledge
and skills, specific child invitations, specific teacher invitations)—Level Three—the mechanisms
of parent involvement (modeling, reinforcement, encouragement, and instruction)—and Level
Four—outcomes conducive to achievement (motivation, strategy use, social self efficacy for
teachers, and academic self-efficacy). Level Five—student achievement—is measured by student
achievement test scores.
Scales included in the PIP Parent Questionnaire are the following:
1. Parent Sense of Efficacy
2. Parents’ Perception of General School Invitations for Involvement
3. Parents’ Sense of Valence
4. Parents’ Self-reported Role Beliefs
5. Parents’ Perception of Specific Child Invitations for Involvement
6. Parents’ Perception of Specific School Invitations for Involvement
7. Parents’ Time and Energy for Involvement Activities
8. Parents’ Knowledge and Skills for Involvement Activities
9. Parents Level of Involvement- DV
10. Parent Self-Reported use of Parents’ Modeling
11. Parent Self-Reported use of Encouragement
12. Parent Self-Reported use of Reinforcement
13. Parent Self-Reported Use of Instruction
Scales included in the PIP Student Questionnaire are the following:
1. Student Self-Report of: Social Self-Efficacy for Relating to Teachers
2. Student Perceptions of Parents’ Implicit Behavior
3. Students Perception of Parents’ Explicit Behavior
4. Student Self-Report of: Active Engagement
1
Parent Scales
Parent’s Self-Reported Sense of Efficacy for Helping Child Succeed in School
(5 items) reported standardized alpha =
Source: Adapted from Hoover-Dempsey, K.V., Bassler, O.C., & Brissie, J.S. (1992).
Explorations in parent-school relations. Journal of Educational Research, 85, (5), 287-294
Response format and scale
All items in the scale use a Disagree very strongly to Agree very strongly format:
Disagree very strongly = 1, Disagree = 2, Disagree just a little = 3, Agree just a little = 4, Agree
= 5, Agree very strongly = 6
Instructions
Please indicate how much you AGREE or DISAGREE with each of the following statements.
Please think about the current school you as you consider each statement.
Scale Scoring
Total scale scores range from 5 to 30. Higher score indicates a stronger sense of efficacy for
helping the child succeed in school.
Items
I know how to help my child do well in school.
I don’t know if I’m getting through to my child.
I don’t know how to help my child make good grades in school.
I feel successful about my efforts to help my child learn.
I don’t know how to help my child learn.
2
Parent’s Perceptions of General Invitations for Involvement from the School
(6 items) reported standardized alpha =
Source
Adapted from Griffith’s parent satisfaction survey: Griffith, J. (1996, February). Parent and
student satisfaction with elementary schools in Montgomery County. Montgomery County
Public Schools, MD: Department of Educational Accountability (reported alphas ranged from
.73 to .81).
Response format and scale
All items in the scale use a disagree very strongly to agree very strongly response format:
Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5,
agree very strongly = 6
Instructions
Please indicate how much you AGREE or DISAGREE with each of the following statements.
Please think about the current school year as you consider each statement.
Scale Scoring
Total scale scores range from 6 to 36. Higher scores indicate that the parent reports receiving
more general invitations from the school.
Items
Teachers at this school are interested and cooperative when they discuss my child.
I feel welcome at this school.
Parent activities are scheduled at this school so that I can attend.
This school lets me know about meetings and special school events.
This school’s staff contacts me promptly about any problems involving my child.
The teachers at this school keep me informed about my child’s progress in school.
3
Parent’s Self - Reported Role Beliefs (10 items) reported standardized alpha =
Source: Lab Developed
Response format and scale
All items in the scale use a Disagree very strongly to Agree Very Strongly format:
Disagree very strongly = 1, Disagree = 2, Disagree just a little = 3, Agree just a little = 4, Agree
= 5, Agree very strongly = 6
Instructions
Parents have many different beliefs about their level of responsibility in their children’s
education. Please respond to the following statements by indicating the degree to which you
believe you are responsible for the following.
Scale Scoring
Total scale scores range from 10 to 60. Higher scores indicate that the parent reports believing
he or she holds a higher number of responsibilities.
Items
I believe it is my responsibility …
… to volunteer at the school.
… to communicate with my child’s teacher regularly.
… to help my child with homework.
... make sure the school as what it needs.
... support decisions made by the teacher.
... stay on top of things at school.
... explain tough assignments to my child.
... talk with other parents from my child’s school.
... make the school better.
... talk with my child about the school day.
4
Parent Self-Reported Valence (6 items) reported standardized alpha =
Source: Lab Developed
Instructions
People have different feeling about school. Please mark the number on each line below that best
describes your feeling about your school experiences when you were a student.
Scale Scoring
Total scale scores range from 6 to 36. Higher scores indicate that the parent reports a higher
attraction to school.
Response format, scale, and items
My School:
My Teachers:
My Teachers:
My school experience:
I felt like:
My overall experience:
1
2
disliked
were mean
ignored me
bad
an outsider
failure
3
4
5
6
liked
were nice
cared about me
good
I belonged
success
5
Parent’s Perception of Specific Teacher/School Demands/Invitations for
Involvement (5 items) reported standardized alpha = .
Source
HFL 2002
Response format and scale
All items in the scale use a 6 point frequency response format: 1 = never; 2 = 1 or 2 times; 3 = 4
or 5 times; 4 = once a week; 5 = a few times a week; 6 = daily
Instructions
Dear Parent, please indicate HOW OFTEN the following have happened SINCE THE
BEGINNING OF THIS SCHOOL YEAR?
Scale scoring
Total scale scores range from 5 to 30. Higher scores indicate more specific invitations from the
teacher/school for involvement.
Items
My child’s teacher asked me or expected me to help my child with homework.
My child’s teacher asked me to talk with my child about the school day.
My child’s teacher asked me to attend a special event at school.
My child’s teacher asked me to help out at school.
My child’s teacher contacted me (for example, sent a note home, phoned, e-mailed)
6
Parent’s Perception of Specific Child Demands/Invitations for Involvement: (5
items) reported standardized alpha =
Source
HFL 2002
Response format and scale
All items in the scale use a 6 point frequency response format: 1 = never; 2 = 1 or 2 times; 3 = 4
or 5 times; 4 = once a week; 5 = a few times a week; 6 = daily
Instructions
Dear Parent, please indicate HOW OFTEN the following have happened SINCE THE
BEGINNING OF THIS SCHOOL YEAR?
Scale scoring
Total scale scores range from 5 to 30. Higher scores indicate more specific invitations from the
child for involvement.
Items
My child asked me to help explain something about his or her homework.
My child asked me to supervise his or her homework.
My child asked me to attend a special event at school.
My child asked me to help out at the school.
My child asked me to talk with his or her teacher.
7
Parent’s Time, Energy and Resources for Involvement Activities (5 items) reported
standardized alpha = .84
Source
HFL 2002
Response format and scale
All items in the scale use a disagree very strongly to agree very strongly response format:
Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5,
agree very strongly = 6
Instructions
Please indicate how much you AGREE or DISAGREE with each of the following statements.
Please think about the current school year as you consider each statement.
Scale Scoring
Total scale scores range from 5 to 30. Higher scores indicate that the parent reports having more
time, energy, and resources to devote to involvement activities.
Items
I have enough time and energy to help out at my child’s school.
I have enough time and energy to communicate effectively with my child’s teacher.
I have enough time and energy to attend special events at school.
I have enough time and energy to help my child with homework.
I have enough time and energy to supervise my child’s homework.
8
Parent’s Knowledge and Skills for Involvement Activities (6 items)
reported standardized alpha =
Source
HFL 2002
Response format and scale
All items in the scale use a disagree very strongly to agree very strongly response format:
Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5,
agree very strongly = 6
Instructions
Dear Parent, Please indicate how much you AGREE or DISAGREE with each of the following
statements. Please think about the current school year as you consider each statement.
Scale scoring
Total scale scores range from 6 to 36. Higher scores indicate a stronger sense knowledge and
skill for the involvement activities.
Items
I know about special events at school.
I know enough about the subjects of my child’s homework to help him or her.
I know how to supervise my child’s homework.
I know about volunteering opportunities at my child’s school.
I know how to explain things to my child about his or her homework.
I have the skills to help out at my child’s school.
9
Parents Choice of Involvement (10 items) reported standardized alpha =
Source: Lab developed
Response format and scale
All items in the scale use a Never to Daily response format:
Never = 1, 1 or 2 times this year = 2, 4 or 5 times this year = 3, once a week = 4, A few times a
week =5, Daily=6
Instructions
Parents and families do many different things when they are involved in their children's
education. We would like to know how often you have done the following SINCE THE
BEGINNING OF THE SCHOOL YEAR.
Scale Scoring
Total scale scores range from 10 to 60. Higher scores indicate that the parent reports being
involved in more a variety of forms.
Items
Someone in this family talks with this child about the school day.
Someone in this family supervises this child’s homework.
Someone in this family helps out at this child’s school.
Someone in this family attends special events at school.
Someone in this family helps this child study for tests.
Someone in this family volunteers to go on class field trips.
Someone in this family attends PTA meetings.
Someone in this family practices spelling, math, or other skills with this child.
Someone in this family reads with this child.
Someone in this family goes to the school’s open-house.
10
Parent Self-Reported use of Parents’ Modeling: (10 items) reported standardized
alpha =
Source : Lab developed
Response format and scale
All items in the scale use a Not true to Very true response format:
Not at all true = 1, A little bit true = 2, Somewhat true = 3, Often true = 4, Mostly True=5,
Completely True=6
Instructions
Parents and families do many different things when they help their children with schoolwork.
We would like to know how true the following things are for you and your family when you help
your child with schoolwork. Please think about the current school year as you read and respond
to each item.
Scale scoring
Total scale scores range from 10 to 60. Higher scores indicate that the parent reports using more
modeling behaviors.
Items
We show this child that we …
… like to learn new things.
... know how to solve problems.
... enjoy figuring things out.
... do not give up when things get hard.
... ask others for help when a problem is hard to solve.
... can explain what we think to others.
... can learn new things.
... want to learn as much as possible.
... like to solve problems.
... try different ways to solve a problem when things get hard.
11
Parent Self-Reported use of Encouragement: (13 items) reported standardized alpha =
Source : Lab developed
Response format and scale
All items in the scale use a Not true to Very true response format:
Not at all true = 1, A little bit true = 2, Somewhat true = 3, Often true = 4, Mostly True=5,
Completely True=6
Instructions
Parents and families do many different things when they help their children with schoolwork.
We would like to know how true the following things are for you and your family when you help
your child with schoolwork. Please think about the current school year as you read and respond
to each item.
Scale scoring
Total scale scores range from 13 to 78. Higher scores indicate that the parent reports using more
encouragement behaviors.
Items
We encourage this child …
… when he or she doesn’t feel like doing schoolwork.
... when he or she has trouble organizing schoolwork.
... to try new ways to do schoolwork when he or she is having a hard time.
... to be aware of how he or she is doing with schoolwork.
... when he or she has trouble doing schoolwork.
... to look for more information about school subjects.
... to develop an interest in schoolwork.
... to believe that he/she can do well in school.
... to stick with problems until he/she solves it.
... to believe that he/she can learn new things.
... to ask other people for help when a problem is hard to solve.
... to explain what he/she thinks to the teacher.
... to follow the teacher’s directions.
12
Parent Self-Reported use of Reinforcement: (13 items) reported standardized alpha =
Source : Lab developed
Response format and scale
All items in the scale use a Not true to Very true response format:
Not at all true = 1, A little bit true = 2, Somewhat true = 3, Often true = 4, Mostly True=5,
Completely True=6
Instructions
Parents and families do many different things when they help their children with schoolwork.
We would like to know how true the following things are for you and your family when you help
your child with schoolwork. Please think about the current school year as you read and respond
to each item.
Scale scoring
Total scale scores range from 13 to 78. Higher scores indicate that the parent reports using more
reinforcement behaviors.
Items
We show this child we like it when he or she …
… wants to learn new things.
... tried to learn as much as possible.
... has a good attitude about doing his or her homework.
... keeps working on homework even when he or she doesn’t feel like it.
... asks the teacher for help.
... explains what he or she thinks to the teacher.
... explains to us what he or she thinks about school.
... works hard on homework.
... understands how to solve problems.
... sticks with a problem until he or she solves it.
... organizes his or her schoolwork.
... checks his or her work.
... finds new ways to do schoolwork when he or she gets stuck.
13
Parent Self-Reported Use of Instruction: (15 items) reported standardized alpha =
Source : Lab developed
Response format and scale
All items in the scale use a Not true to Very true response format:
Not at all true = 1, A little bit true = 2, Somewhat true = 3, Often true = 4, Mostly True=5,
Completely True=6
Instructions
Parents and families do many different things when they help their children with schoolwork.
We would like to know how true the following things are for you and your family. Please think
about the current school year as you read and respond to each item.
Scale scoring
Total scale scores range from 15 to 90. Higher scores indicate that the parent reports using more
instructional behaviors.
Items
We teach this child …
… to go at his or her own pace while doing schoolwork.
... to take a break from his or her work when he or she gets frustrated.
... how to check homework as he or she goes along.
... how to get along with others in his or her class.
... to follow the teacher’s directions.
... how to make his or her homework fun.
... how to find out more about the things that interest him or her.
... to try the problems that help him or her learn the most.
... to have a good attitude about his or her homework.
... to keep trying when he or she gets stuck.
... to stick with his or her homework until he or she finishes it.
... to work hard.
... to talk with the teacher when he or she has questions.
... to ask questions when he or she doesn’t understand something.
... to make sure he or she understands one part before going onto the next.
14
Student Scales
Student Self-Report of: Social Self-Efficacy for Relating to Teachers (5 items)
reported standardized alpha =
Source : Lab developed
Response format and scale
All items in the scale use a Not true to Very true response format:
Not true = 1, A little true = 2, Pretty true = 3, Very true = 4
Instructions
Dear Student, Students have many different ideas about school and homework. Please tell us
how true each of the following ideas are for you. There are no right or wrong answers. The right
answer is the answer that is most true for you. Your parents and teachers will NOT see what you
say. Thank you!
Scale scoring
Total scale scores range from 5 to 20. Higher scores indicate greater reported efficacy for
relating to teachers.
Items
I can get along with most of my teacher.
I can go and talk with most of my teachers.
I can get my teachers to help me if I have problems with other students.
I can explain what I think to most of my teachers.
I ask the teacher to tell me how well I'm doing in class.
15
Student Perceptions of Parents’ Implicit Behavior: (10 items) reported standardized
alpha =
Source : Lab developed
This scale assesses the extent to which a student perceives that the parent models behavior
conducive to achievement (i.e., intrinsic motivation to learn, strategy use, and academic and
social self-efficacy) during homework involvement.
Response format and scale
All items in the scale use a Not true to Very true response format:
Not true = 1, A little true = 2, Pretty true = 3, Very true = 4
Instructions
Dear Student, Families do many different things when they help children with school. Please
think about how your family helps you with school and fill in the circle that matches what is
most true for them. Thank you!
Scale scoring
Total scale scores range from 10 to 40. Higher scores indicate that the child perceives more
implicit behaviors by his or her parents.
Items
Stem:
The person in my family who usually helps me with my homework…
… likes to learn new things.
…wants to learn as much as possible.
…likes to solve problems.
…enjoys figuring things out.
…knows how to solve problems.
…tries a different way if he or she has trouble solving a problem.
…doesn’t give up when things get hard.
…can learn new things.
…asks other people for help when a problem is hard to solve.
…can explain what he or she thinks to other people.
16
Students Perception of Parents’ Explicit Behavior (40 items)
reported standardized alpha =
Source : Lab developed
This scale assesses the extent to which a student perceives that the parent instructs, encourages,
and reinforces behavior conducive to achievement (i.e., intrinsic motivation to learn, strategy
use, and academic and social self-efficacy) during homework involvement.
Response format and scale
All items in the scale use a Not true to Very true response format:
Not true = 1, A little true = 2, Pretty true = 3, Very true = 4
Instructions
Dear Student, Families do many different things when they help children with school. Please
think about how your family helps you with school and fill in the circle that matches what is
most true for them. Thank you!
Scale scoring
Total scale scores range from 40 to 160. Higher scores indicate that the child perceives more
explicit behaviors by his or her parents.
Items:
Sub Scale: Instruction (15 items)
Stem:
The person in my family who usually helps me with my homework teaches me…
… ways to make my homework fun.
… how to find out more about things that interest me.
… to try the problems that help me learn the most.
… to have a good attitude about my homework.
… to make sure I understand one part before I go on to the next.
… to take a break from my work when I get frustrated.
… how to check my homework as I go along.
… to go at my own pace while doing my homework.
… to keep trying when I get stuck.
… to stick with my homework until I get it all done.
… to work hard.
… to ask questions when I don't understand something.
… how to get along with others in my class.
… to follow the teacher's directions.
… to talk with the teacher when I have questions.
Sub Scale: Reinforcement (13 items)
Stem:
The person in my family who usually helps me with my homework shows me that he or she likes it when I…
…try to learn as much as possible.
…have a good attitude about doing my homework.
…want to learn new things.
…check my work.
…understand how to solve problems.
…organize my schoolwork.
…find new ways to do my work when I get stuck.
17
…stick with a problem until it gets solved.
…work hard on my homework.
…keep working on my homework even when I don't feel like it.
…ask the teacher for help.
…explain what I think to the teacher.
…explain what I think about school to him or her.
Sub Scale: Encouragement (12 items)
Stem:
The person in my family who usually helps me with my homework encourages me…
…when I don't feel like doing my schoolwork.
…when I have trouble organizing my schoolwork.
…to be aware of how I'm doing with my schoolwork.
…to try new ways to do schoolwork when I'm having a hard time.
…when I have trouble doing my schoolwork.
…to look for more information about school subjects.
…to develop an interest in schoolwork.
…to believe that I can do well in school.
…to believe that I can learn new things.
…to ask the teacher for help when a problem is hard to solve.
…to follow the teacher’s directions.
…to explain what I think to the teacher
18
Student Self-Report of Active Engagement (11 items) reported standardized alpha = .82
Source : Lab developed
This scale assesses the extent to which a student engages in behavior and endorses beliefs
conducive to achievement (i.e., intrinsic motivation to learn, strategy use, academic selfefficacy).
Response format and scale
All items in the scale use a Not true to Very true response format:
Not true = 1, A little true = 2, Pretty true = 3, Very true = 4
Instructions
Dear Student, Students have many different ideas about school and homework. Please tell us
how true each of the following ideas are for you. There are no right or wrong answers. The right
answer is the answer that is most true for you. Your parents and teachers will NOT see what you
say. Thank you!
Scale scoring
Total scale scores range from 11 to 44. Higher scores indicate greater reported active
engagement in school learning.
Items
I want to understand how to solve problems.
I like to look for more information about school subjects.
I want to learn new things.
I ask myself questions as I go along to make sure my homework makes sense to me.
I try to figure out the hard parts on my own.
I go back over things I don’t understand.
I can do even the hardest homework if I try.
I can learn the things taught in school.
I can figure out difficult homework.
I ask for help from my parents when I have trouble understanding something.
I try to find a place that makes it easier to do my homework.
19