Parenting Outcome Expectancy Scale

Abstract

The Parenting Outcome Expectancy Scale (POES) is a specialized psychological instrument designed to quantify a parent’s expectations regarding the consequences of discussing sex-related topics with their adolescent child. Its development is rooted in Social Cognitive Theory (SCT), specifically utilizing the central construct of Outcome Expectancy (OE), as defined by Bandura (1997). OE is understood as a judgment of the likely outcomes resulting from performing a specific behavior. The POES measures two types of outcome expectancy relevant to this behavior: Self-evaluative Outcome Expectancy (relating to personal reactions like pride or shame) and Social Outcome Expectancy (relating to the reactions of others, particularly the adolescent). The scale was initially developed as a 15-item instrument and later refined into a 23-item version following extensive reliability and validity testing.

Keywords

Parenting Outcome Expectancy Scale, POES, Social Cognitive Theory, Outcome Expectancy, Sexuality Communication, Adolescent Health, Parental Efficacy, Preventive Health Behavior.

Authors

Colleen DiIorio

Purpose

The primary purpose of the Parenting Outcome Expectancy Scale (POES) is to measure the degree to which a parent anticipates positive or negative outcomes associated with engaging in discussions about sex-related topics with their adolescent child. This measurement helps researchers and practitioners understand the motivational factors influencing parental communication behavior regarding sexuality.

By assessing these expectations, the scale provides insight into why some parents are more likely than others to initiate and maintain open communication about sexuality, which is a key predictor of positive health outcomes for adolescents.

Construct

The POES is constructed around the psychological concept of Outcome Expectancy (OE), a foundational element of Bandura’s Social Cognitive Theory. OE is defined as an individual’s belief about the likely consequences of performing a given behavior. In the context of parenting, a more positive OE regarding sex communication predicts a higher likelihood of initiating these discussions.

The POES specifically targets two dimensions of OE, excluding physical OE, as it is not directly applicable to conversational behavior:

• Self-Evaluative OE: This relates to the internal, personal reactions of the parent, such as feelings of pride, responsibility, comfort, or shame associated with the discussion.
• Social OE: This relates to the anticipated reactions and consequences involving others, particularly the adolescent child, such as the child listening, appreciating the discussion, or being embarrassed.

Validity

Construct validity of the initial 15-item POES was rigorously assessed using a sample of 491 mothers of adolescents. The assessment focused on correlating total POES scores with theoretically relevant external variables, including general communication, sex-based communication, overall parenting ability, and self-esteem. All correlations were statistically significant and aligned with predicted theoretical directions, suggesting the scale successfully measures the intended construct.

Further evidence of validity was established through group comparisons, where mothers of daughters reported significantly higher levels of parenting outcome expectancy compared to mothers of sons, a finding consistent with existing literature on gender differences in parent-child communication patterns regarding sexuality.

Reliability

Reliability testing demonstrated acceptable levels of internal consistency for the POES across various samples and versions.

• 15-Item Version (Mothers): Using responses from 491 mothers of 11- to 14-year-old adolescents (DiIorio et al., 2001), the total scale yielded a Cronbach’s alpha coefficient of .83. Item-to-total correlations ranged from .24 to .61.
• 15-Item Version (Fathers): In a subsequent study involving 277 fathers of 6- to 12-year-old children (Pluhar, DiIorio, & McCarty, 2008), the Cronbach’s alpha was found to be .85.
• 23-Item Version (Fathers): The expanded 23-item scale was used in a randomized controlled study focusing on HIV prevention for fathers and adolescent boys (DiIorio, McCarty, & Denzmore, 2006). The Cronbach’s alpha coefficient for this version was .83, indicating sustained internal consistency after the item expansion.

Reliability for the three subscales derived from the factor analysis of the 15-item version showed variable internal consistency: Cognitive Self-Evaluative (alpha = .82), Emotional Self-Evaluative (alpha = .77), and Social (alpha = .67). The lower alpha for the Social subscale subsequently prompted the development of additional items to strengthen this factor.

Factor Analysis

To identify the underlying dimensions of the POES, an exploratory maximum likelihood common factor analysis utilizing oblique rotation was conducted on the 15-item version. The initial analysis suggested four factors with eigenvalues greater than 1.0, accounting for 59.6% of the variance. However, a subsequent analysis requesting three factors provided a more theoretically interpretable structure, explaining 52.6% of the total variance.

The three resulting factors were:

1. Cognitive Self-Evaluative Component: Consisting of three items, the underlying theme was identified as parental responsibility.
2. Emotional Self-Evaluative Component: Comprising six items, this factor related to feelings of difficulty, discomfort, and embarrassment during the discussions.
3. Social OE Component: This factor included six items related to the anticipated reactions of the adolescent.

Based on the finding that the Cognitive Self-Evaluative factor had only three items and the Social OE factor demonstrated a relatively low reliability coefficient (.67), the scale was expanded by adding eight new items (one for cognitive self-evaluative OE and seven for social OE), resulting in the final 23-item version.

Instrument

Test Type: Self-report scale (Psychometric measure)

Format: 5-point Likert scale, ranging from (1) Strongly Disagree to (5) Strongly Agree. The scale uses a consistent stem: “If I talk with [my child] about sex topics.”

Language Available: English (As presented in the source content)

Population Group: Parents (Mothers and Fathers)

Age Group: Parents of children ranging from 6 to 14 years old (Adolescents and pre-adolescents)

Population Details: Initial validation sample included 491 mothers of 11- to 14-year-olds. Later studies included fathers of 6- to 12-year-olds and fathers of adolescent boys.

Test Methodology: The scale consists of 23 items, eight of which are negatively worded and require reverse coding before summation. The total score is calculated by summing responses to all 23 items, yielding a range of 23 to 115. Higher scores indicate more positive outcome expectancies regarding sexual communication.

Keywords

Parenting, Outcome Expectancy, Adolescent Sexuality, Communication Skills, Parental Responsibility, Scale Development, Psychometrics, Social Cognitive Theory.

Authors

Author ORCID Identifier: Not specified

Affiliation Email addresses: [email protected]

Correspondence Address: Colleen DiIorio, Emory University, Rollins School of Public Health, Department of Behavioral Sciences and Health Education, 1518 Clifton Road NE, Atlanta, GA 30322

Permissions & Fee and Test Year

Permissions: Not specified in the source content. Users should contact the corresponding author, Colleen DiIorio, for usage permissions.

Fee: Not specified.

Test Year (Initial Publication): The scale was first published and validated in 2001 (DiIorio et al., 2001).

Reference’s

• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
• DiIorio, C., Dudley, W. N., Wang, D. T., Wasserman, J., Eichler, M., Belcher, L., et al. (2001). Measurement of parenting self-efficacy and outcome expectancy related to discussion about sex. Journal of Nursing Measurement, 9, 135–149.
• DiIorio, C., McCarty, F., & Denzmore, P. (2006). An exploration of social cognitive theory mediators of father-son communication about sex. Journal of Pediatric Psychology, 31, 917–927.
• Pluhar, E. I., DiIorio, C. K., & McCarty, F. (2008). Correlates of sexuality communication among mothers and 6–12-year-old children. Child Care and Health Development, 34, 283–290.

Items of the Parenting Outcome Expectancy Scale

Read these statements about talking with your child about sex. Talking with your child about sex includes topics such as how babies are made, names of the genitals, physical changes of puberty, menstruation, wet dreams, waiting to have sex until your child is older, birth control, and HIV or AIDS. For each statement, state how much you agree or disagree.

Response Options:

1. Strongly Disagree

2. Disagree

3. Neither Disagree nor Agree

4. Agree

5. Strongly Agree

Items

1. If I talk with [my child] about sex topics, I will feel proud.‌
2. If I talk with [my child] about sex topics, I will feel like a responsible parent.
3. If I talk with [my child] about sex topics, I will feel that I did the right thing.
4. * If I talk with [my child] about sex topics, I will be embarrassed.
5. * If I talk with [my child] about sex topics, I will find some things difficult to talk about.
6. If I talk with [my child] about sex topics, I think [my child] will listen.
7. If I talk with [my child] about sex topics, I will feel comfortable.
8. * If I talk with [my child] about sex topics, [my child] will do what [my child] wants no matter what I say.
9. * If I talk with [my child] about sex topics, I will feel ashamed.
10. If I talk with [my child] about sex topics, I think it will do some good.
11. If I talk with [my child] about sex topics, [my child] will be less likely to have sexual intercourse as a young teen.
12. * If I talk with [my child] about sex topics, it would be unpleasant.
13. If I talk with [my child] about sex topics, [my child] will be less likely to get pregnant or get a girl pregnant.
14. If I talk with [my child] about sex topics, I will find these issues easy to talk about.
15. If I talk with [my child] about sex topics, I will feel relieved.
16. * If I talk with [my child] about sex topics, [my child] will be embarrassed.
17. * If I talk with [my child] about sex topics, [my child] will not want to talk to me.
18. If I talk with [my child] about sex topics, I will have done what parents should do.
19. If I talk with [my child] about sex topics, [my child] will remember the discussion when [my child] is older.
20. If I talk with [my child] about sex topics, [my child] will appreciate my willingness to provide further information.
21. * If I talk with [my child] about sex topics, [my child] will be uncomfortable during the discussion.
22. If I talk with [my child] about sex topics, [my child] will be more able to resist peer pressure to have sex.
23. If I talk with [my child] about sex topics, [my child] will know where I stand on teens having sex.