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Child Development Research
Volume 2015 (2015), Article ID 218984, 6 pages
http://dx.doi.org/10.1155/2015/218984
Research Article

Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading

School of Education, University of California, Irvine, 3200 Education Building, Irvine, CA 92697-5500, USA

Received 26 September 2014; Accepted 16 December 2014

Academic Editor: Kevin J. Riggs

Copyright © 2015 Joyce Lin et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired), child-centered (e.g., toddler fussy), and structural (e.g., environmental distractions) barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.