Parent-Child Relationship Survey (PCRS)

Abstract

The Parent-Child Relationship Survey (PCRS) is a specialized psychometric instrument designed to measure the perceived quality and multidimensional nature of the relationship between an adult offspring and their mother or father. Developed initially by Mark A. Fine in 1981, the PCRS focuses on several critical aspects of the relationship, including affective closeness, communication effectiveness, parental involvement, and the presence of negative feelings such as resentment or role confusion. This 24-item, self-report scale utilizes a 7-point Likert Scale format and is frequently employed in research investigating the long-term consequences of family transitions, such as divorce, on familial bonds. The instrument is notable for possessing distinct factor structures tailored specifically for assessing the relationship with the mother versus the relationship with the father.

Keywords

Parent-Child Relationship Survey (PCRS), familial bond, affective relationship, communication, parental involvement, role confusion, psychometrics, divorce effects, resentment

Authors

Mark A. Fine, J. R. Moreland, A. I. Schwebel

Purpose

The primary purpose of the Parent-Child Relationship Survey (PCRS) is to provide a comprehensive, quantitative measure of the quality of the parent-child relationship as reported by the adult offspring. The scale was originally developed within the context of studying the long-term psychological and relational effects of parental divorce, aiming to capture subtle yet significant variations in the perceived bond years after the family structure changed.

Beyond divorce research, the PCRS serves as a valuable clinical and research tool for assessing the health and dynamics of the parent-child relationship across various contexts, including studies focusing on family therapy outcomes, behavioral development, and intergenerational transmission of attitudes. The instrument allows researchers to isolate specific dimensions—such as trust, admiration, or anger—to pinpoint areas of strength or tension within the relationship.

Construct

The PCRS is designed to measure the complex, multidimensional construct of the parent-child relationship from the perspective of the child (typically an adolescent or adult offspring). It moves beyond a simple measure of satisfaction or conflict to encompass four primary psychological domains, though the specific item composition for these domains differs depending on whether the respondent is rating their mother or their father.

Key dimensions measured include: Positive Affect (closeness, care, admiration, trust), Communication (openness, understanding, listening), Involvement (time spent, stability of the bond), and Negative Dimensions (anger, resentment, and confusion regarding the parent’s role). This comprehensive approach allows for a nuanced assessment that recognizes that high levels of positive affect can sometimes coexist with specific areas of conflict or resentment.

Validity

While specific detailed validity studies were not provided in the source content, the construct validity of the PCRS is supported by its clear factor structure, which successfully differentiates between theoretically distinct aspects of the parent-child bond (e.g., separating positive affect from resentment). Fine, Worley, & Schwebel (1985) published an examination of the scale’s Psychometric properties, confirming its utility in measuring these separate dimensions.

The scale’s utility in predicting outcomes related to family dynamics, such as adjustment to divorce or behavioral issues in college students (as seen in Mojallal et al., 2017), further supports its predictive and criterion validity. The items themselves exhibit high face validity, directly addressing behaviors and emotions central to the parent-child relationship.

Reliability

The reliability of the PCRS, assessed primarily through internal consistency using Coefficient Alpha, is generally strong across most subscales, particularly for the positive and communication-related factors.

Reported internal consistency coefficients (Fine, 1981) for the subscales are:

• Positive Affective Subscale: .93 (Father) and .94 (Mother).
• Father Involvement Subscale: .94.
• Communication Subscale: .89 (Father) and .88 (Mother).
• Identification Subscale: .84 (Mother).
• Resentment/Role Confusion Subscale: .61 (Mother).

The slightly lower alpha for the Resentment/Role Confusion subscale (.61) suggests it measures a more heterogeneous or less strongly correlated set of constructs compared to the affective or involvement scales, although it is often considered acceptable for short research scales.

Factor Analysis

The PCRS employs distinct factor structures based on the target parent (mother or father), recognizing that the relationship dynamics differ significantly between parental figures. The factors were established through statistical Factor Analysis to group related items into coherent subscales. Items 9, 13, and 14 are negatively worded and require reverse-scoring before calculation.

Factors for the Father’s Version:

• Positive Affect: Items 3, 14 (reverse-scored), 18–24.
• Father Involvement: Items 1, 2, 6, 9 (reverse-scored), 10, 16.
• Communication: Items 7, 8, 15–17.
• Anger: Item 13 (reverse-scored).

Factors for the Mother’s Version:

• Positive Affect: Items 1–3, 6, 7, 15–23.
• Resentment/Role Confusion: Items 9 (reverse-scored), 14 (reverse-scored).
• Identification: Items 13 (reverse-scored), 23, 24.
• Communication: Items 4, 5, 7, 8, 15–17.

Instrument

Test Type: Self-report questionnaire

Format: 24 items rated on a 7-point Likert Scale, with varying anchors specific to each question (e.g., “almost none” to “a great deal,” or “not at all” to “extremely”).

Language Available: English (original), Persian (used in subsequent studies).

Population Group: Offspring (Children, adolescents, or young adults) reporting on their relationship with a specific parent (mother or father).

Age Group: Typically utilized with older adolescents and college-aged students, though applicable to any offspring capable of complex self-reflection on the parent-child bond.

Population Details: Originally validated on undergraduate students and populations affected by parental divorce.

Test Methodology: Pencil-and-paper or digital administration; separate versions are completed for the mother and the father. Scoring involves summing item scores within specific subscales, with designated items (9, 13, 14) requiring reverse scoring.

Keywords

Parental bond, psychometric assessment, family dynamics, affective closeness, communication quality, role definition, relationship stability

Authors

Author ORCID Identifier: Not provided in source content.

Affiliation Email addresses: Not provided in source content.

Correspondence Address: Not provided in source content.

Permissions & Fee and Test Year

The Parent-Child Relationship Survey (PCRS) was initially developed in 1981 by Mark A. Fine as part of his Master of Art Thesis at Ohio State University. The instrument has since been widely published and cited in academic literature, often appearing in sourcebooks for clinical practice and research measures. Usage permissions generally fall under academic research standards, but users should consult primary sources or the authors for specific licensing requirements.

The instrument can be found in reference materials such as Fischer and Corcoran’s Measures for Clinical Practice and Research (4th ed., 2007, Vol. 1, pp. 385-387). The original PDF of the scale and associated thesis material can be accessed via this link: https://etd.ohiolink.edu/!etd.send_file?accession=osu1382550299&disposition=inline.

Reference’s

• Fine, Mark. A., (1981). The long term effects of divorce on parent-child relationships. Ohio State University, Master of Art Thesis.
• Fine, M. A., Moreland, J. R., Schwebel, A. I. (1983). Long-term effects of divorce on parent-child relationships. Developmental Psychology, 1983, 19, 703–713.
• Fine, M. A., Worley, S. M & Schwebel, A. (1985). The Parent-Child Relationship Survey: An Examination of its Psychometric Properties. 57(1), 155-161.
• Fine, M. A., Moreland, J. R & Schwebel, A. (1983). Parent-Child Relationship Survey (PCRS). In Fischer, Joel., Corcoran, Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1, Page (s): 385-387.
• Parhizgar, A. (2002). A comparative study of relationship between child-parents relation and identity crisis and lack of identity crisis in female high school students (Persian). Tarbiat Moalem University, MSc. thesis.
• Dadash, Z. (2004). Administration of family reconstruction in improving mother-child relationship. Khatam University, MSc. thesis.
• Mojallal, M., Hosseinkhanzadeh, A. A., Taher, M., & Yahyazadeh, A. (2017). Parent-Child Relationship and Smoking Among College Students: Role of Parents in Females’ and Males’ Smoking Behavior. Journal of Practice in Clinical Psychology, 5(2), 81-90.

Items of the Parent-Child Relationship Survey (PCRS)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. How much time do you feel you spend with your mother/father? (1 = almost none, 7 = a great deal)
2. How well do you feel you have been able to maintain a steady relationship with your mother/father? (1 = not at all, 7 = extremely)
3. How much do you trust your mother/father? (1 = not at all, 7 = a great deal)
4. How confident are you that your mother/father would not ridicule or make fun of you if you were to talk about a problem? (1 = not at all, 7 = extremely)
5. How confident are you that your mother/father would help you when you have a problem? (1 = not at all, 7 = extremely)
6. How close do you feel to your mother/father? (1 = very distant, 7 = very close)
7. How comfortable would you be approaching your mother/father about a romantic problem? (1 = not at all, 7 = extremely)
8. How comfortable would you be talking to your mother/father about a problem at school? (1 = not at all, 7 = extremely)
9. How confused are you about the exact role your mother/father is to have in your life? (1 = not at all, 7 = a great deal)
10. How accurately do you feel you understand your mother/father’s feelings, thoughts, and behavior? (1 = not at all, 7 = a great deal)
11. How easily do you accept the weaknesses in your mother/father? (1 = not at all, 7 = extremely)
12. To what extent do you think of your mother/father as an adult with a life of her own, as opposed to thinking of her only as your mother/father? (1 = think of as only mother/father, 7 = see as adult with life of her own)
13. How often do you get angry at your mother/father? (1 = almost never, 7 = quite often)
14. In general, how much do you resent your mother/father? (1 = not at all, 7 = a great deal)
15. How well do you communicate with your mother/father? (1 = not at all, 7 = extremely)
16. How well does your mother/father understand your needs, feelings, and behavior? (1 = not at all, 7 = extremely)
17. How well does your mother/father listen to you? (1 = not at all, 7 = extremely)
18. How much do you care for your mother/father? (1 = not at all, 7 = a great deal)
19. When you are away from home, how much do you miss typically your mother/father? (1 = not at all, 7 = a great deal)
20. How much do you respect your mother/father? (1 = not at all, 7 = a great deal)
21. How much do you value your mother/father’s opinion? (1 = not at all, 7 = a great deal)
22. How much do you admire your mother/father? (1 = not at all, 7 = a great deal)
23. How much would you like to be like your mother/father? (1 = not at all, 7= a great deal)
24. How much would you be satisfied with your mother/father’s life style as your own? (1 = not at all, 7 = extremely)