Gessulat, JulianeJulianeGessulatKluczniok, KatharinaKatharinaKluczniokOppermann, ElisaElisaOppermann0000-0003-1286-5725Anders, YvonneYvonneAnders2025-05-072025-05-0720241741-37290197-6664https://fis.uni-bamberg.de/handle/uniba/108160Objective: To investigate relationships among parental self-efficacy, home learning activities, and children's socioemotional and language skills for preschool children. Background: Higher parental self-efficacy is often related to better child skills and with more home learning activities. However, the relationships between parental self-efficacy, home learning activities, and children's skills have not yet been investigated. Method: The path models draw on data from 727 parents of preschool children (full sample: 85.1% female, 50.9% employed, 24.8% non-German family language) and a subsample of 108 parents of preschool children who soon transition to elementary school in Germany. The self-report data come from the German evaluation study “Language Daycare Centers.” Results: We found significant positive links among (a) general parental self-efficacy with home learning activities and children's language skills, (b) language supporting parental self-efficacy with home learning activities and children's socioemotional skills, and (c) a negative link between language supporting parental self-efficacy and children's socioemotional problems. Conclusion: The more self-efficacious parents felt, the more often they offered home learning activities and the higher they rated their children's language skills at age 5 years. Implication: The findings highlight the importance of parental self-efficacy for engaging with children and the positive parental assessment of children's skills. Promoting parental self-efficacy might stimulate home learning activities and improve the home learning environment.engbeliefschild skillshome environmentpreschool self-efficacyself-efficacy370article10.1111/fare.13031