PIP Study 2 Levels 1 and 2 Scale Description

Parent Involvement Project (PIP) Parent and Teacher Questionnaires: Study 2Kathleen V. Hoover-Dempsey, Howard M. Sandler, & Joan M.T. Walker

Prepared by Darlene Whetsel 9/26/02Department of Psychology and Human Development

Box 512, Peabody College, Vanderbilt University, TN 37203phone: 615-343-4962; fax 615-343-9494;

email: [email protected]

The Parent Involvement Project (PIP) Parent and Teacher Questionnaires were developed to conduct the second 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) How does their involvement, once engaged, influence children’s educational achievement and attitudinal variables that influence achievement? Grounded in Hoover-Dempsey and Sandler’s (1995, 1997) model of the parental involvement process, this study examined Levels 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—and Level Two—influences on parents’ involvement forms (time/resources, knowledge and skills, specific child invitations, specific teacher invitations, parents’ enjoyment of their involvement and level of involvement. Two questionnaires were developed to assess parent and teacher reports of the Level One and Two predictors and outcome variable. The 13 scales (6 level one, 5 level two, 1 dependent variable measure,) in the Parent Questionnaire and the 4 scales in the Teacher Questionnaire are described in the following pages. The description for each scale includes its source, instructions to participants, response scales, all items, and scale reliabilities.

Scales included in the PIP Parent Questionnaire are the following:

Level One:1. Parent’s Perceptions of Self-Efficacy for Helping Child Succeed in School (7 items)

2. Parent’s Role Construction (24 items)This scale has been divided into two scales (beliefs & behaviors) for the questionnaire but it should be construed as one variable.Parent’s Role Construction (Beliefs) (11 items)Three Subscales:1. Parent-focused Role Construction (3 items)2. School-focused Role Construction (4 items)3. Partnership-focused Role Construction (4 items)Parent’s Role Construction (Hypothetical Behaviors) (13 items)

3. Parent’s Perceptions of General Invitations for Involvement from the School (6 items) 3 Subscales:a) School-focused School Climate (2 items)b) Empowerment-focused School Climate (2 items)c) Communication-focused School Climate (2 items)

4. Parent’s Perceptions of General Invitations for Involvement from the Child (3 items)

5. Child’s Attributes that Invite Involvement (5 items)

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Level Two:1. Parent’s Enjoyment of Involvement Activities (6 items)

2. Parent’s Knowledge and Skills for Involvement Activities (9 items)

3. Parent’s Time, Energy, and Resources for Involvement Activities (8 items)

4. Parent’s Perception of Specific Child Demands/Invitations for Involvement (6 items)

5. Parent’s Perception of Specific Teacher/School Demands/Invitations for Involvement (6 items)

Dependent Variable (13 items)

The scales included in the (PIP) Teacher Questionnaire Study 2 are the following:1. Teacher’s Self-Efficacy For Helping Children Succeed in School (7 items)2. Teacher’s Perceptions of General Invitations for Involvement from the School

(11 items)Three Subscales:a. School-focused School Climate (5 items)b. Empowerment-focused School Climate (3 items)c. Communication-focused School Climate (3 items)

3. Collective Teacher Efficacy (18 items)4. Teacher’s Perceptions of Parents’ Involvement Level (6 items)5. Teacher’s Specific Invitations for involvement (6 items)6. Teacher’s Perceptions of Parent Efficacy for Helping Child Succeed in School

(6 items)

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Scale: Parent’s Perceptions of Self-Efficacy for Helping Child Succeed in School (7 items) reported standardized alpha = .78

SourceAdapted 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 scaleAll 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

InstructionsPlease 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 scoringTotal scale scores range from 7 to 42. Higher scores indicate a stronger sense of efficacy for helping the child succeed in school.

Scale (7 items)

I know how to help my child do well in school. 22I don’t know if I’m getting through to my child. (reverse scored) 18I don’t know how to help my child make good 32grades in school. (reverse scored)I feel successful about my efforts to help my child learn. 11Other children have more influence on my child’s 29grades than I do. (reverse scored)I don’t know how to help my child learn. (reverse scored) 2I make a significant difference in my child’s school 1performance.

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Scale: Parent’s Role Construction (Beliefs) (11 items) reported standardized alpha = .61

SourceAdapted from Hoover-Dempsey, K.V., Walker, J.M.T., Jones, K.P., & Reed, R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18 (7), 1-25.

SubscalesThe scale includes three subscales: Parent-focused Role Construction (3 items), School-focused Role Construction (4 items), Partnership-focused Role Construction (4 items).

Response format and scalesAll items in the scale us a disagree very strongly to an 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

InstructionsThe instructions associated with each response option are the following:For response option, disagree very strongly to agree very strongly:

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 scoringParent-focused Role Construction: subscale range = 3 - 18School-focused Role Construction: subscale range = 4 - 24Partnership-focused Role Construction: subscale range = 4 - 24

Subscale: Parent-focused Role Construction (3 items) item numberIt’s my job to explain tough assignments to my child. 21It’s my job to make sure my child understands his or 26her assignments.I make it my business to stay on top of things at school. 15

Subscale: School-focused Role Construction (4 items) item numberI assume my child is doing all right when I don’t hear 17anything from the school.The teacher has to let me know about a problem before 3I can do something about it.I get most of my information about my child’s progress 9from report cards.My child’s learning is mainly up to the teacher and my 6child.

Subscale: Partnership-focused Role Construction (4 items) item numberI like to spend time at my child’s school when I can. 30It’s important that I let the teacher know about things 7that concern my child.I find it helpful to talk with the teacher. 25My child’s teacher(s) know(s) me. 8

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Scale: Parent’s Role Construction Hypothetical Behaviors (13 items) reported standardized alpha = .92

Source based on a scale entitled "Parents' Involvement on All Types of Activities" developed by:Epstein, J.L., and Salinas, K. C. (1993). School and Family Partnerships: Surveys and summaries. Center on Families, Communities, Schools and Children's Learning.

Response format and scaleAll items in the scale use a very unlikely to very likely response format: Very unlikely = 1, somewhat unlikely = 2, somewhat likely = 3, very likely = 4

Instructions Please rate how likely you are to respond POSITIVELY to each of the following teacher requests. Please use the following scale for your responses: 1 = Very unlikely, 2 = somewhat unlikely, 3 = somewhat likely, 4 = very likely.

Subscale scoringChild-Specific Decision to Become Involved reported standardized alpha = .84. Total subscale scores range from 5 to 20. Higher scores indicate a stronger child-specific decision to become involved.School-General Decision to Become Involved reported standardized alpha = .84 Total subscale scores range from 8 to 32. Higher scores indicate a stronger school-general decision to become involved.

Subscale: Child-Specific Decision to Become Involved (5 items)

Section/item number On PIP Parent Questionnaire

Your child’s teacher asks you to help your child study for 56an upcoming math test.Your child’s teacher asks you to talk with your child 57about his/her school day.Your child’s teacher asks you to work with your child 58on a specific homework assignment.Your child’s teacher asks you to look over your child’s 59homework.Your child’s teacher asks you to schedule a conference 60to discuss your child’s progress.

Subscale: School-General Decision to Become Involved (8 items)Section/item number On PIP Parent Questionnaire

Your child’s teacher sends home a note asking parents 61to send supplies for a class party.Your child’s teacher asks you to send supplies for an 62educational activity in the classroom.

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Your child’s teacher asks you to attend a student program 63at the school in the evening.Your child’s teacher asks for parents to volunteer a few 64hours of time to beautify the school grounds.Your child’s teacher asks for parents to help organize 65a field day at the school.Your child’s teacher asks for volunteers to chaperone a 66class trip.Your child’s teacher asks you to come to school to talk 67about your work or a special interest of yours.Your child’s teacher asks you to help out in the classroom 68(for example, listen to children read).

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Scale: Parent’s Perceptions of General Invitations for Involvement from the School (6 items) reported standardized alpha = .88

SourceAdapted 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 scaleAll items in the scale use a disagree very strongly to agree very strongly response format:



Subscale scoring (Total Possible Range: 6-36)School-focused School Climate: 2-12Empowerment-focused School Climate: 2-12Communication-focused School Climate: 2-12

Subscale: School-focused School Climate (2 items) item numberTeachers at this school are interested and cooperative 24when they discuss my child.I feel welcome at this school. 13

Subscale: Empowerment-focused School Climate (2 items) item numberParent activities are scheduled at this school so that I 19can attend.This school lets me know about meetings and special 12school events.

Subscale: Communication-focused School Climate (2 items) item numberThis school’s staff contacts me promptly about any 27problems involving my child.The teachers at this school keep me informed about 20 my child’s progress in school.

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Scale: Parent’s Perceptions of General Invitations for Involvement from the Child (3 items) reported standardized alpha = .61

SourceProject developed from Walker, J. M.T., & Hoover-Dempsey, K.V. (2001, April). Age-related patterns in student invitations to parental involvement in homework. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.




Scale scoringTotal scale scores range from 3 to 18. Higher scores indicate a stronger perception of general invitations for involvement from the child.

Scale (3 items)Items item number I get involved in my child’s education because 28 She or he appreciates it.I get involved in my child’s education because he or she 5really wants me to be involved.I get involved in my child’s education because I want 14him or her to do well in school.

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Scale: Child’s Attributes that Invite Involvement (5 items) reported standardized alpha = .56

SourceHFL 2002




Scale scoringTotal scale scores range from 5 to 30. Higher scores indicate a stronger perception of child attributes that invite involvement (i.e. child needs from the parent).

Scale (3 items)Items item number

My child needs help organizing his or her homework. 4My child has trouble staying focused on his or her work. 10My child is independent when it comes to homework. (reversed) 16My child needs help getting started with his or her homework. 23My child needs help understanding his or her homework. 31

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Scale: Parent’s Enjoyment of Involvement Activities (6 items) reported standardized alpha = .77

SourceHFL 2002



Scale scoringTotal scale scores range from 6 to 36. Higher scores indicate a stronger sense of enjoyment of involvement activities.


I enjoy communicating with my child’s teacher. 37I enjoy helping my child with homework 39I enjoy helping out at my child’s school. 42I enjoy communicating with my child about the school day. 43I enjoy supervising my child’s homework. 48I enjoy attending special events at school. 49

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Scale: Parent’s Knowledge and Skills for Involvement Activities (9 items) reported standardized alpha = .83

SourceHFL 2002



Scale scoringTotal scale scores range from 9 to 54. Higher scores indicate a stronger sense knowledge and skill for the involvement activities.


I know about volunteering opportunities at my child’s school. 34I know how to communicate effectively with my 35

child about the school day.I know how to explain things to my child about 36

his or her homework.I know about special events at school. 40I know enough about the subjects of my child’s homework 45

to help him or her.I know how to communicate effectively with my child’s teacher. 50I know how to supervise my child’s homework. 51I have the skills to help out at my child’s school. 53I know effective ways to contact my child’s teacher. 55

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Scale: Parent’s Time, Energy and Resources for Involvement Activities (8 items) reported standardized alpha = .84

SourceHFL 2002



Subscale scoring (Total Possible Range: 8-48) Higher scores indicate a stronger sense of time, energy and resources for being involved.

Resources: 2-12Time and Energy: 6-36

Subscale: Resources (2 items)Items item number

I have what I need (for example, telephone, answering machine, 46email) to communicate effectively with my child’s teacher.

I have the materials I need to help my child with homework. 41

Subscale: Time and Energy (6 items) item numberI have enough time and energy to communicate effectively 33

with my child about the school day.I have enough time and energy to help out at my child’s school. 44I have enough time and energy to communicate effectively 38

with my child’s teacher.I have enough time and energy to attend special events at school. 47I have enough time and energy to help my child with homework. 52I have enough time and energy to supervise my child’s homework. 54

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Scale: Parent’s Perception of Child Demands/Invitations for Involvement (6 items) reported standardized alpha = .70

SourceHFL 2002

Response format and scaleAll 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 scoringTotal scale scores range from 6 to 36. Higher scores indicate more specific invitations from the child for involvement.

Scale (6 items)item number

My child asked me to help explain 78something about his or her homework.My child asked me to supervise 80his or her homework.My child talked with me about the school day. 82My child asked you to attend a special 83event at school.My child asked me to help out at the school. 85My child asked me talk with his or her teacher. 87

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Scale: Parent’s Perception of Specific Teacher/School Demands/Invitations for Involvement (6 items) reported standardized alpha = .81

SourceHFL 2002



Scale scoringTotal scale scores range from 6 to 36. Higher scores indicate more specific invitations from the teacher/school for involvement.


My child’s teacher asked me or expected me to 84help my child with homework.My child’s teacher asked me or expected me to supervise 88my child’s homework.My child’s teacher asked me to talk 79with my child about the school day.My child’s teacher asked me to 76attend a special event at school.My child’s teacher asked me to 81help out at the school.My child’s teacher contacted me 86(for example, sent a note, phoned, e-mailed).

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Scale: Dependent Variable: Types of Involvement (10 items) reported standardized alpha = .78

SourceAdapted from a scale entitled "Parents' Involvement on All Types of Activities" developed by:Epstein, J.L., and Salinas, K. C. (1993). School and Family Partnerships: Surveys and summaries. Center on Families, Communities, Schools and Children's Learning and from Hoover-Dempsey, K.V., Walker, J.M.T., Jones, K.P., & Reed, R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18 (7), 1-25.



I kept an eye on my child’s progress. 75I got advice from the teacher. 77I contacted the teacher with questions about schoolwork. 70 I helped my child with homework. 89I communicated with my child’s teacher. 90I talked with my child about the school day. 91I supervised my child’s homework. 92I helped out at my child’s school. 93I attended special events at school. 94I spent time at my child’s school. 74

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Parent Involvement Project (PIP) Teacher Questionnaire, Level 2

Scale: (PIP) Teacher’s Self-Efficacy For Helping Children Succeed in School (7 items) reported standardized alpha = .72SourceHoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. Journal of Educational Research, 85, (5), 287-294.



Scale scoringTotal scale scores range from 11to 66. Higher scores indicate a stronger sense of efficacy for helping the child succeed in school.

Scale (7 items)Section/item number On PIP Questionnaire

There is a limited amount I can do to raise the C5performance level of my students. (reverse scored)Children are so private and complex, I never know if C7I am getting through to them. (reverse scored)Most of student’s school motivation depends on the C14 home environment, so I have limited influence. (reverse scored)

I feel that I am making a significant educational difference C16in the lives of my students.My students’ peers influence their academic performance C25more than I do. (reverse scored)If I try really hard, I can get through to the most C26difficult and unmotivated students.I am uncertain how to teach some of my students. (reverse scored) C37

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Scale: Teacher’s Perceptions of General Invitations for Involvement from the School (11 items)reported standardized alpha = .82SourceAdapted from Griffith’s parent satisfaction survey: Griffith, J. (1996, February). Parent & student satisfaction with elementary schools in Montgomery County. Montgomery County Public Schools, MD: Department of Educational Accountability.




Subscale scoringSchool-focused Invitations: total subscale scores range from 5 to 30. Higher scores indicate stronger perceptions of school-focused invitations. Empowerment-focused Invitations: total subscale scores range from 3 to 18. Higher scores indicate stronger perceptions of school-focused invitations.Communication-focused Invitations: total subscale scores range from 3 to 18. Higher scores indicate stronger perceptions of school-focused invitations.

Subscale: School-focused School Climate (5 items)reported alpha = .85

On PIP QuestionnaireWhen children are enrolled in this school, parents are C3made to feel welcome.I am interested and cooperative C22When I discuss a child’s progress with his or her parents.This school’s office staff treats parents courteously C29and promptly.The principal at this school is interested and C31cooperative when talking to a parent about his or her child.Parents feel welcome in this school. C35

Subscale: Empowerment-focused School Climate (3 items)reported alpha = .84 Section/item number

On PIP QuestionnaireThis school does a good job of letting parents know C11about ways they can help out in school.This school lets parents know about meetings and special C21school events.

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Parent activities are scheduled at so that parents C33can attend.

Subscale: Communication-focused School Climate (3 items)reported alpha = .78 Section/item number

On PIP QuestionnaireI keep parents informed about C8their children’s progress in school.This school’s staff contacts parents promptly about any C24problems involving their child.This school does a good job of letting parents know about C34school rules and policies.

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Scale (PIP) Collective Teacher Efficacy (18 items) reported standardized alpha = .88Source Adapted from Revised Collective Teacher Efficacy Instrument, Goddard, R.D., Hoy, W. K., and Hoy, A. W. (2000). Collective teacher efficacy: It’s meaning, measure, and impact on student achievement. American Educational Research Journal, 37, (2), 479-507.Response format and scaleAll 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 Scores ranged from 6 to 126 with higher scores suggesting a higher sense of collective teacher efficacy.

InstructionsPlease think about the current school year as you consider each statement.

Section/item number On PIP Questionnaire

Teachers in this school believe every child C1can learn.The opportunities in this community help ensure that these C2students will learn. Teachers in this school have what it takes to get C4children to learn.If a child doesn't want to learn, teachers here give up. C6(reverse scored)Teachers here fail to reach some students because of poor C9 teaching methods. (reverse scored)The lack of instructional materials and supplies at this school C10 makes teaching difficult. (reverse scored)Teachers in this school do not have the skills to deal with C12student disciplinary problems. (reverse scored)Teachers in this school are able to get through to C13 difficult students.Teachers here don't have the skills needed to produce C15 meaningful student learning. (reverse scored)Teachers here are confident they will be able to C18motivate their students.Learning is difficult at this school because students are C19 worried about their safety. (reverse scored)Teachers in this school think there are some students that C20 no teacher can reach. (reverse scored)Students here just aren't motivated to learn. (reverse scored) C23Teachers in this school are skilled in various methods C27of teaching.Drug and alcohol abuse in this community make learning C28difficult for students here. (reverse scored)The students at this school come ready to learn. C30

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Teachers here are well-prepared to teach the subjects they C36are assigned.The quality of this school's facilities supports the teaching C38and learning process.

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Scale: (PIP) Teacher’s Perceptions of Parents’ Involvement Level (6 items) reported standardized alpha = .84

Source Lab created based on recent literature.Response format and scalesAll items in the scale use a never to daily format:

Never = 1, 1 or times this year = 2, 4 or 5 times this year = 3, once a week = 4, a few times a week = 5, daily = 6. Scores range from 6 to 36 with higher scores indicating higher perceptions of parent’s involvement level.

InstructionsPlease indicate think of a TYPICAL parent in your class and write that parent’s first initial here _____. Now, please answer the following questions, keeping this parent in mind. Please think about the current school year as you consider each statement.


This parent monitored his or her child's homework. A3This parent talked to his or her child about the school day. A5This parent attended special school events. A8This parent helped at the school. A9This parent helped his or her child with homework. A10This parent communicated with me. A12

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Scale: (PIP) Teacher’s Specific Invitations for Involvement (6 items) reported standardized alpha = .77

Source: Lab created based on recent literature

Response format and scalesAll items in the scale use a never to daily format:

Never = 1, 1 or times this year = 2, 4 or 5 times this year = 3, once a week = 4, a few times a week = 5, daily = 6. Scores ranged from 6 to 36 with higher total scores indicating increased teacher invitations.

InstructionsPlease indicate think of a TYPICAL parent in your class and write that parent’s first initial here _____. Now, please answer the following questions, keeping this parent in mind. Please think about the current school year as you consider each statement.


I asked this parent to help in the classroom. A1I asked this parent to help his or her child with homework. A2I communicated with this parent. A4I asked this parent to talk about the school day with his or A6 her child. I asked this parent to monitor his or her child's homework. A7I asked this parent to attend special school events. A11

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Scale: (PIP) Teacher’s Perceptions of Parent Efficacy for Helping Child Succeed in School (6 items) reported standardized alpha = .91

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.


Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5, agree very strongly = 6. Scores ranged from 6 to 36 with higher scores indicating higher perceptions of parent efficacy.

InstructionsKeeping this parent in mind, please think about the current school year as you consider each statement.


This parent helps his or her child learn. B1This parent has little influence on his or her child's B2 motivation to do well in school. (reverse scored)This parent feels successful about helping his B3or her child learn.This parent does know how to help his or her child B4 make educational progress.This parent helps his or her child with schoolwork at B5 home.This parent makes a significant, positive educational B6difference in the life of his or her child.

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Documents

PIP Study 2 Levels 1 and 2 Scale Description