Parent–child interaction quality mediates the relationship between parental self-efficacy and child vocabulary

Abstract

Objective: We examined relationships among parental self-efficacy, parent–child interaction quality, and child vocabulary in families of low socioeconomic status (SES). Background: SES is correlated with child vocabulary, but this relationship is mediated by parenting characteristics, as explained by the family stress and family investment models. Here, we explored parental self-efficacy because it is associated with both SES and parenting behaviors that support child development. Method: Parental self-efficacy, sociodemographic, and household data were measured at baseline in a sample of 89 low-SES mother–child dyads. Parent–child interaction quality was assessed from video recordings (child age M = 12.01 months) and vocabulary was assessed via parent report (child age M = 25.09 months). Comparisons of means, correlations, and mediation analyses were conducted. Results: No mean differences in parent–child interaction quality or child vocabulary were found based on sociodemographic or household traits. Parental self-efficacy and parent–child interaction quality were correlated, as were parent–child interaction quality and child vocabulary. Parent–child interaction quality fully mediated the relationship between parental self-efficacy and child vocabulary. Conclusion: Parental self-efficacy relates to child language development indirectly through its positive effect on parenting behavior. Implications: Targeting parental self-efficacy for intervention alongside parent–child interaction skills may improve parenting quality and children's subsequent development.