Parenting self-efficacy measuring instrument (P-SEMI)

1.    I can discipline my child‚ no matter how I am feeling.
2.    I can maintain the established routine when my child protests.
3.    I can get my child to participate in play activities even when s/he doesn’t want to.
4.    I can cr‎eate daily opportunities for conversation with my child.
5.    I can discipline my child as well as any other parent can.
6.    I can make time to tell my child I love him/her no matter how I am feeling.
7.    I can spend time playing with my child.
8.    I can show my child love and be affectionate‚ as well as any other parent can.
9.    I can use daily routines to teach my child responsibilities.
10.I can help my child to successfully complete daily routines.
11.I can communicate easily with my child.
12.I can find time to assist my child to complete daily routines when I am ha‎ving a bad day.
13.I can get my child to follow a routine (e.g. bedtime) as well as any other parent can.
14.I can teach my child the necessary things s/he needs to know to become successful and independent one day.
15.I can listen to advice from other people about how I should discipline my child.
16.I can set realistic limits and boundaries for my child.
17.I can understand my child’s personality and moods.
18.I can let my child know I still love him/her‚ after I have reprimanded him/her for misbeha‎ving.
19.I can make time in my schedule to teach my child new things s/he needs to know.
20.I can spend time just talking with my child when I myself am feeling stressed.
21.I can regularly make time to spend with my child.
22.I can teach my child as well as any other person I know.
23.I can make time to talk with my child even although I have other important things to do.
24.I can allow my child the freedom to make appropriate decisions independently
25.I can understand what my child is saying as well as any other parents would.
26.I can think of activities to do with my child that will encourage him/her to learn.
27.I can encourage my child to learn new things as easily as other parents can.
28.I can figure out which activities my child enjoys doing.
29.I can make sure that my child will participate and learn from opportunities in his/her environment.
30.I can enjoy talking with my child as much as any parent would.
31.I can discipline my child if s/he misbehaves when we are visiting close friends.
32.I can stay motivated to continue an activity with my child when it appears as if s/he is not learning as much as I had hoped s/he would.
33.I can enjoy playing with my child as much as any other parent can.
34.I can listen to other people’s advice about daily routines for my child.
35.I can adapt activities that I see other parents and children enjoying so that my child and I can enjoy them too.
36.I can discipline my child if s/he misbehaves when we are in a public place i.e. shopping centre.
37.I can cr‎eate a home environment that promotes security and trust.
38.I can demonstrate warmth and acceptance to my child as well as any other parents can.
39.I can learn from watching how other parents discipline their children.
40.I can discipline my child in ways which are consistent
41.I can think of fun activities for my child to do which s/he will not find boring.
42.I can use the opportunities that come up in daily activities to show my child how much I care for him/her.
43.I can understand the importance of establishing and maintaining a set routine for my child.
Showing affection and empathy; engaging in play; facilitating routines; establishing discipline strategies; providing appropriate activitiesfor learning and development and promoting communication interaction.
Showing affection and empathy (a=0.8); engaging in play (a= 0.83); facilitating routines (a=0.82); establishing discipline strategies (a=0.91); providing appropriate activities for learning and development (a=0.88) and promoting communication interaction (a=0.91)
1=Always‚ 2= Almost always‚ 3= Often‚ 4= Sometimes‚ 5= Seldom‚ 6= Never
Showing affection and empathy (6‚ 8‚ 17‚ 18‚ 37‚ 38‚ and 42); engaging in play (3‚ 7‚ 26‚ 28‚ 33‚ 35‚ and 41); facilitating routines (2‚ 9‚ 10‚ 12‚ 13‚ and 43); establishing discipline strategies (1‚ 5‚ 16‚ 31‚ 36‚ and 40); providing appropriate activities for learning and development (14‚ 19‚ 22‚ 24‚ 27‚ 29‚ and 32) and promoting communication interaction (4‚ 11‚ 20‚ 21‚ 23‚ 25 and 30)

Harty‚ M.‚ Alant‚ E.‚ & Uys‚ C. J. E. (2007). Maternal self-efficacy and maternal perception of child language competence in pre-school children with a communication disability. Child: Care‚ Health and Development‚ 33(2)‚ 144-154.

Harty‚ Michal. (2009). The validation of A task-specific measure of parenting self-efficacy for use with Mothers Yong Children. University of Pretoria‚ PhD thesis