Father Involvement in Children’s English Learning at Home
DOI:
https://doi.org/10.47662/ejeee.v5i1.1125Keywords:
parenting self-efficacy in fathers, father involvement in children's English learning, elementary school studentsAbstract
This study scrutinizes fathers' involvement in children's English learning at home. Employing a case study, this study involved four fathers aged between 31 and 45. The data were collected using in-depth interviews. The findings of the study indicate that there are several inhibiting and supporting factors for parenting self-efficacy (PSE). These factors include support and communication with partners, child characteristics, media influence, knowledge and education, culture and social values, and workload. In addition, PSE contributes to fathers' involvement in English learning at home. PSE can also be a protective factor from various obstacles and resource limitations. Fathers with high PSE can turn challenges into opportunities. This study also reveals that fathers' involvement efforts still need to be improved so that family functioning will be more optimal.
References
Ashari, Y. (2018). Fatherless in indonesia and its impact on children’s psychological development. Psikoislamika: Jurnal Psikologi Dan Psikologi Islam, 15(1), 35-40. https://doi.org/10.18860/psi.v15i1.6661
Bandura, A. (1997). The Exercise of Control. W.H. Freeman and Company
Cabrera, N. L., Franklin, J. D., & Watson, J. S. (2017). Whiteness in higher education: The invisible missing link in diversity and racial analyses. ASHE Higher Education Report, 42(6), 7–125. https://doi.org/10.1002/aehe.20116
Cabrera, N. J., Fitzgerald, H. E., Bradley, R. H., & Roggman, L. (2014). The ecology of father–child relationships: An expanded model. Journal of Family Theory & Review, 6(4), 336–354. https://doi.org/10.1111/jftr.12054
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Coleman, P. K., & Karraker, K. H. (2000). Parenting self-efficacy among mothers of school-age children: Conceptualization, measurement, and correlates. Family Relations, 49(1), 13–24. https://doi.org/10.1111/j.1741-3729.2000.00013.x
Cutrona, C. E., & Troutman, B. R. (1986). Social support, infant temperament, and parenting self-efficacy: A mediational model of postpartum depression. Child Development, 57(6), 1507–1518. https://doi.org/10.2307/1130428
Duursma, E. (2014). The effects of fathers’ and mothers’ reading to their children on language outcomes of children participating in early head start in the United States. Fathering, 12(3), 283–302. https://doi.org/10.3149/fth.1203.283
Duvall, E. M. (1977). Marriage and Family Development. J.B.Lippincott Company.
Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for Family-School and Community Partnerships Bureau. https://www.aracy.org.au/publicationsresources/command/download_file/id/7/filename/Parental_engagement_in_learning_and_schooling_Lessons_from_research_BUREAU_ARACY_August_201 2.pdf
Flouri, E., Narayanan, M. K., & Midouhas, E. (2015). The cross-lagged relationship between father absence and child problem behaviour in the early years. Child: Care, Health and Development, 41(6), 1090–1097. https://doi.org/10.1111/cch.12236
Gao, J., Wang, J., Zheng, P., Haardörfer, R., Kegler, M. C., Zhu, Y., & Fu, H. (2013). Effects of self-care, self-efficacy, social support on glycemic control in adults with type 2 diabetes. BMC Family Practice, 14, 2–7. https://doi.org/10.1186/1471-2296-14-66
Harding, J. F., Morris, P. A., & Hughes, D. (2015). The relationship between mother 34 education and children’s academic outcomes: A theoretical framework. Journal of Marriage and Family, 77(1), 60–76. https://doi.org/10.1111/jomf.12156
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become engaged in their children's education?. Review of Educational Research, 67(1), 3–42.
Hoover-Dempsey, Kathleen, Joan M. T, W., Howard M, Sandler Darlene, W., Green, C., Andrew S, W., & Kristen, C. (2005). Why do parents become engaged? Research findings and implications. The Elementary School Journal, 106(2), 105– 130.
Jones, T.L. & Prinz, R.J. (2005). Potential roles of parental self-efficacy in parent and child adjustment. Clinical Psychological Review, 25(3), 341-363. https://doi.org/10.1016/j.cpr.2004.12.004
Khairunnisa, N.Z. & Nurdiiyanto. (2022). Potensi Pandemi COVID-19 dalam Memperkuat Relasi Orangtua-Anak. Seminar Nasional Psikologi Universitas Ahmad Dahlan.
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Longman.
Lamb, M. E. (1975). Fathers: forgotten contributors to child development. Human Development, 18(4), 245–266. https://doi.org/10.1159/000271493
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Parung, G. E., & Ferreira, N. (2017). Work-life balance, couple satisfaction, and father involvement: A cross-cultural study. ANIMA Indonesian Psychological Journal, 32(4), 201–216. https://doi.org/10.24123/aipj.v32i4.851
Rahmawati D., Fitri Anto A. H., Prihastuty R., & Sulistyawati Y. (2024). Parenting self-efficacy, father involvement, dan stunting. As-Syar’i: Jurnal Bimbingan & Konseling Keluarga, 6(3), 1747 - 1760. https://doi.org/10.47467/as.v6i3.7276
Sevigny & Louthenhiser. (2009). Predictors of parenting self-efficacy in mothers and fathers of toddlers. Care, Health, and Development, 36(2), 179–189. https://doi.org/10.111/j.1365-2214.2009.00980.x
Su, L., & Hynie, M. (2011). Effects of self-efficacy on social support and mental health in Chinese immigrants in Canada. Applied Psychology: Health and Well‐Being, 3(1), 28–48. https://doi.org/10.1111/j.1758-0854.2010.01039.x
Tamis-LeMonda, C. S., Cabrera, N. J., & Lamb, M. E. (2013). Fathers’ role in children's development: An interdisciplinary perspective. Child Development Perspectives, 7(4), 215–219. https://doi.org/10.1111/cdep.12041
Theodile, V. (2013). The Effect Of Parental Self-Efficacy On Parental Engagement And On Pre-School Age Children’s Readiness For The Transition To Kindergarten. Auburn University.
Troutman, B., Moran, T., & Arndt, S. (2012). Development of parenting self efficacy in mothers of infants with high negative emotionality. Infant Mental Health Journal, 33(1). https://doi.org/10.1002/imhj.20332
Verhage, M., Mirjam, Oosterman, & Schuengel, C. (2013). Parenting self-efficacy predicts perceptions of infant negative temperament characteristics, not vice versa. Journal Family Psychology, 27(5), 844-849. https://doi.org/10.1037/a0034263
Downloads
Published
Issue
Section
License
Copyright (c) 2025 EXCELLENCE: Journal of English and English Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
