How does parenting self-efficacy develop? A grounded theory study of the influences on parents’ feelings and beliefs about themselves in role

Parents’ beliefs about their ability to perform effectively as a parent, referred to as ‘parenting self-efficacy’, are associated with child behaviour, socio-emotional functioning and academic achievement, as well as parenting competence and functioning (Jones & Prinz, 2005). Research has shown that the most significant neural development takes place during the period between birth and three years and that early experiences can have a lifelong impact on children’s mental and emotional health, language and communication, and other key skills (Music, 2017). This research adopted a Constructivist Grounded Theory approach to explore how parenting self-efficacy emerges and develops in first-time parents. Nine participants engaged in a single semi-structured interview with the researcher via a virtual platform. Demographic information relating to the parents and their children was collected and used to inform theoretical sampling to ensure a range of perspectives and experiences were reflected in the data. Three cycles of data collection, coding and analysis were conducted; use of NVivo qualitative data analysis software supported the coding and analysis process. The findings offer new ideas to existing conceptualisations of parenting self-efficacy by presenting a transactional model for how the construct emerges and develops. Through applying a qualitative methodology that generates theory based on parents’ own perspectives, the study provides a unique offering that has relevance for both theory and practice. This research will be of interest to services and practitioners that support young families; researchers and professionals who are interested in early child development or the transition to parenthood; and parents themselves.