Parental self-efficacy in practice-based research with parents of preschool children: a systematic literature review

Purpose This paper aims to evaluate the practice and procedure of measuring parental self-efficacy (PSE) in response to practice-based interventions. A clear correlation has been established between high PSE and positive outcomes for parents and their preschool-aged children, with practice-based interventions reporting to successfully increase levels of PSE across multiple contexts. However, despite the large number of readily available PSE measures, new measures of PSE are regularly developed and used by programme evaluators, whether adapted from previously validated scales or entirely bespoke. Design/methodology/approach A systematic literature search was conducted exploring three key databases (PsycINFO, Applied Social Sciences Index and Abstracts and Web of Science). An evaluation framework was developed to extract and synthesise relevant data, with twenty studies meeting criteria for inclusion. Findings The paper found that, amongst relevant studies, the process of developing or adapting measures of PSE is typically unclear. Many studies did not report the validity and reliability of the measures used and did not take account of the context in which the measure was used, potentially bringing into question the reliability of findings and the potential impact of practice-based interventions. Practical implications This paper offers guidance for future research, indicating the importance of consulting with service users and providers when developing or adapting measures of PSE, outlining a clear process of ensuring measure reliability and validity. Originality/value This study provides justification for creating or adapting PSE scales for measuring the outcomes of practice-based interventions, whilst highlighting guidance on appropriate practice and procedure.