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DOI 10.1007/s10826-007-9181-y
ORIGINAL PAPER
M. Sanders
Department of Pediatrics, Albert Einstein College of Medicine, Bronx, New York, USA
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research question was to what extent do the PBIQ and PBFQ, including their
respective six subscales (i.e., bonding, discipline, education, general welfare and
protection, responsivity, sensitivity), demonstrate internal consistency and test–
retest reliability or stability? It was hypothesized that each measure would have
moderate to high internal consistency, as well as moderate subscale internal
consistency. In addition, we hypothesized that the overall PBIQ and PBFQ
measures, as well as their respective subscales, would demonstrate moderate to high
test–retest stability or reliability over time. The second research question was to
what extent are the PBIQ and PBFQ measures, with associated subscales, related to
one another? We hypothesized that there would be a moderate correlation between
the two measures and their related subscales.
Method
Participants
Participants in this study were 82 graduate students at a university on the East Coast
of the United States. Eighty-five percent of the participants (n = 69) were female
and 14% (n = 12) male. In terms of age, the respondents indicated their age in terms
of age ranges (e.g., 20–29, 30–39, 40–49). Seventy-nine of the participants provided
information indicating their age; 85% (n = 67) indicated ages between 20 and
29 years of age, 13% (n = 10) between 30 and 39, 1% (n = 1) between 40 and 49,
and 1% (n = 1) between 50 and 59. Ethnicity was reported by 80 of the 82
respondents; 76% (n = 61) indicated Caucasian, 6% (n = 5) African-American, 6%
(n = 5) Hispanic/Latino, 8% (n = 6) Asian/Pacific Islander, 1% (n = 1) American
Indian, and 2% (n = 2) Multi-ethnic.
Materials
Parent Behavior Importance Questionnaire: Data from the PRQ free response
format questions (Mowder et al. 1993), in conjunction with focus group partici-
pants’ contributions, generated an initial pool of 82 parent behavior items, from
which 38 items were ultimately selected (Mowder 2000). That is, the 82 items were
derived from the free response format answers to the initial PRQ question as well as
parenting behaviors generated from the focus groups. One PRQ respondent, for
instance, said that the parent role involved, ‘‘love and nurture. To concern myself
with the child’s spiritual, emotional, and physical well-being. To protect and train
the child to have respect for others and authority and teach right from wrong.
Encourage self-esteem and growth in knowledge.’’ (Mowder et al. 1995, p. 30).
From these parent role descriptions, specific parenting behavior items were
developed.
Subsequently, the initial 82 items were presented to parents from two schools;
ultimately, 173 parents rated the 82 items (Mowder 2000). First, individuals
specified behaviors in terms of general parenting characteristic identification (i.e.,
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ratings (Mowder et al. 1993), the PBFQ utilizes the same parenting behaviors, but
this scale is anchored for frequency as opposed to importance. An argument could
be made that since importance and frequency are strongly related to one another,
one scale is sufficient. However, due to heuristic considerations (e.g., potentially
respondents could indicate parent role characteristic or behavioral anchor impor-
tance, but not engage in the behavior) two scales were maintained. Thus, the PBFQ
utilizes the same behavioral items, but employs a frequency rather than importance
scale. The frequency scale allows indications of ‘‘0’’ showing that the behavior
never or would never occur, ‘‘1’’ for infrequently, ‘‘2’’ sometimes, ‘‘3’’ usually, and
‘‘4’’ always. Thus, the PBFQ indicates how frequently the individual provides, or
would provide if a parent, each parenting behavior. Leibling (2005) found that
reliabilities ranged from a = .47 to .89 for the PBFQ, with a mean reliability of .76.
Procedure
Results
The results were examined in relation to the research questions and related
hypotheses. Therefore, data collected on the PBIQ and PBFQ considered to what
extent these two measures, with their respective subscales, demonstrate overall and
specific subscale internal consistency or reliability (Charter 2003). Likewise, the
two scales with their related subscales were examined in terms of their test–retest
stability, another indication of reliability. Finally, the PBIQ and PBFQ, and
respective subscales, were considered in terms of their relationship with each other,
one indication of validity.
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Table 1 Correlation matrix of the six parent role characteristics of the Parent Behavior Importance
Questionnaire (PBIQ)
Bonding Discipline Education Gen. W & P Responsivity Sensitivity
Bonding
Discipline .78*
Education .71* .75*
Gen. W & P .61* .52* .58*
Responsivity .80* .72* .66* .50*
Sensitivity .53* .47* .51* .23 .71*
* p B .001, two-tailed
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were determined for each of the six PBIQ subscales. Results for five of the six
subscales were significant at the p \ .01 level (i.e., bonding, r = .75; discipline,
r = .72; education, r = .74; responsivity, r = .65; and, sensitivity, r = .65). And,
results for one of the six subscales was significant at the p \ .05 level (r = .33,
general welfare and protection). These results suggest moderate reliability or
stability for the overall measure, and moderate to low reliability or stability for the
subscales making up the PBIQ. Thus, the hypotheses related to the PBIQ reliability
were generally supported.
Cronbach’s alpha also was used to consider both the overall PBFQ as well as each
of the PBFQ subscale measures. The internal consistency of the PBFQ was a = .92
at Time 1 and .94 Time 2. Further, the internal consistency of each parent role
subscale varied from general welfare and protection (a = .33), education (a = .69),
discipline (a = .74) to responsivity (a = .76), sensitivity (a = .78), and bonding
(a = .80) at Time 1. The internal consistencies at Time 2 were generally somewhat
higher with general welfare and protection (a = .60), education (a = .73), discipline
(a = .77), responsivity (a = .80), bonding (a = .83), and sensitivity (a = .88). Thus,
the PBFQ measure demonstrates strong internal consistency; as was true with the
PBIQ, the reliability of the overall PBFQ measure is stronger than the reliabilities
associated with the six subscales.
The corrected item to total subscale correlation values were also calculated for
the PBFQ for the same reasons they were derived for the PBIQ. For bonding, the
correlations ranged from .42 to .79 and for discipline, the range was from .43 to .61.
With regard to education, the range was .32 to .66 and for general welfare and
protection, the values ranged from .28 to .41. For responsivity, the values ranged
from .40 to .65 and for sensitivity, from .57 to .81. Similar to the results for the
PBIQ, the item to subscale PBFQ correlation values were somewhat varied,
demonstrating a range of relationships to each subscale total.
Part–whole correlations helped determine the extent to which each of the PBFQ
subscales relate to the overall measure. The correlations ranged from r = .64
(general welfare and protection) to r = .80 (discipline) at Time 1. The correlations
were somewhat similar at Time 2, with the range of correlations from general
welfare and protection to the whole measure r = .59 to r = .83 for sensitivity. Thus,
each PBFQ subscale is moderately to strongly correlated with the overall measure.
The PBFQ also was examined in terms of how each of the six PBFQ subscales
relate to the others. The frequency subscales, for the most part, are strongly
correlated with one another (see Table 2). This table shows the extent to which each
of the six PBFQ subscales is related to each other. For example, the correlation
matrix shows that most inter-correlations are significant at the p \ .001 level; the
exception, similar to the PBIQ, is the relationship between general welfare and
protection and sensitivity, which was not significant. This finding provides
additional evidence regarding the internal consistency of the PBFQ measure, as
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Table 2 Correlation matrix of the six parent role characteristics of the Parent Behavior Frequency
Questionnaire (PBFQ)
Bonding Discipline Education Gen. W & P Responsivity Sensitivity
Bonding
Discipline .68*
Education .68* .78*
Gen. W & P .59* .61* .55*
Responsivity .64* .70* .62* .59*
Sensitivity .70* .61* .65* .55 .74*
* p B .001, two-tailed
The relationship between the PBIQ and PBFQ was examined first with the total
scores for each measure. The results reveal that the PBIQ and PBFQ are
significantly correlated with each other, r = .83 (p \ .01) at both Time 1 and Time
2. Correlations were then calculated between the average of each of the 38 items on
the PBIQ between Time 1 and Time 2. Similarly, the average of each score on the
PBFQ was calculated at Time 1 and Time 2; the relationship of the two measures to
each other is r = .79 (p \ .001). See Tables 3 and 4 for the correlation matrix
regarding Times 1 and 2, respectively.
Table 3 shows the correlation between each of the six PBIQ subscales with their
respective PBFQ subscales at Time 1. The correlations between the respective
subscales range from .28 to .80. Table 4 shows the correlation between each of the
six PBIQ subscales with their respective PBFQ subscales at Time 2. At Time 2, the
correlations are similar to those at Time 1, ranging from .22 to .84. These results
indicate that the PBIQ and PBFQ respective subscales, although significantly
related, are not the same and retain some level of distinctiveness. Thus, the
hypothesis that there would be a moderate correlation between the two measures
and their related subscales was generally supported.
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Table 3 Correlation matrix of the six parent role characteristics of the Parent Behavior Importance
Questionnaire (PBIQ) with the six parent role characteristics of the Parent Behavior Frequency Ques-
tionnaire (PBFQ) at Time 1
IBonding IDiscipline IEducation IGen. W & P IResponsivity ISensitivity
FBonding .80**
FDiscipline .70** .72**
FEducation .65** .59** .78**
FGen. W & P .44** .45** .48** .52**
FResponsivity .58** .59** .38** .36** .69**
FSensitivity .50** .49** .39** .28* .47** .74**
* p B .01, two-tailed
** p B .001, two-tailed
Table 4 Correlation matrix of the six parent role characteristics of the Parent Behavior Importance
Questionnaire (PBIQ) with the six parent role characteristics of the Parent Behavior Frequency Ques-
tionnaire (PBFQ) at Time 2
IBonding IDiscipline IEducation IGen. W & P IResponsivity ISensitivity
FBonding .84**
FDiscipline .63** .69**
FEducation .66** .63** .84**
FGen. W & P .47** .28* .37** .53**
FResponsivity .59** .42** .46** .48** .71**
FSensitivity .65** .46** .48** .22 .67** .75**
* p B .01, two-tailed
** p B .001, two-tailed
Discussion
The results of this study reveal a number of findings with regard to the PBIQ and
PBFQ parenting measures. Each measure demonstrates some level of internal
consistency, with somewhat varying strengths. For instance, both the PBIQ and
PBFQ overall measures show strong internal consistency when considering the
measures in terms of Cronbach’s alpha. Further, each of the subscales of the PBIQ
and PBFQ also demonstrate moderate to strong internal consistency (e.g., ranging
from .33 to .80 for PBIQ subscales and .33 to .88 for PBFQ subscales), although
neither one’s related subscales are as strong as the overall measures. In addition,
each measure has some degree of stability, another indication of reliability; the test–
retest reliability of the PBIQ was in the moderate range and the PBFQ reliability in
the moderate/strong range. The relationship between the two measures is moderate,
indicating similarity yet some distinctiveness; this relationship, as well as the
relationships between the respective subscales, provides an indication of construct
validity since both instruments purport to measure the parenting construct.
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Acknowledgment Portions of this research were completed as part of Michelle Sanders’ doctoral
project at Pace University-New York City.
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