A lack of consensus exists on several issues related to the design of parent education programs. The purpose of this study was to develop a questionnaire to: (1) identify the issues and their dimensions and (2) provide an empirical basis for their resolution. A 76-item instrument was administered to 484 freshman and sophomore students; a principal components factor analysis revealed seven interpretable factors accounting for 40% of the variance. Results indicate that the dimensions of parent education could be specified in terms useful for program planners.
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