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A person's perception of their own abilities for motivating them to carry out responsibilities properly is referred to as self-efficacy (Risnawati et al., 2021; Wardani et al., 2021; Wardani & Noviyani, 2020). Self-efficacy affects individual performance and well-being (Luthans & Youssef-Morgan, 2017; Wardani et al., 2020). Therefore, increasing self-efficacy can be done with cognitive construction (Jones & Prinz, 2005). A person with a high level of self-efficacy sees challenges as opportunities to be conquered, not as threats (Wardani & Amaliah, 2020; Wardani & Anwar, 2019). They are able to recover more quickly from failure and tend to associate failure with lack of effort. They face challenging situations with the confidence that they can overcome them. These things are related to lower levels of stress and a lower risk of depression (Abramson et al., 1989; Bandura, 1989; Bugental & Shennum, 1984; Bugental & Cortez, 1988; Cutrona & Troutman, 1986). Various research clearly shows that people who feel they have no control over stressful experiences will produce anxiety (Bandura, Cioffi, Taylor, Brouillard, 1988; Bandura, Taylor, Williams, Mefford, & Barchas, 1985). Parental self-efficacy (PSE), a derivative of self-efficacy introduced by Albert Bandura, is a parent's belief in their capacity to influence their child and environment to foster the child's development and success (Ardelt & Eccles, 2001; Sansom, 2010). Parenting self-efficacy is closely linked to parents' ability to create a flexible, stimulating, and nurturing environment for their children (Kendall & Bloomfield, 2005). Those with a strong sense of parenting effectiveness are more likely to serve as role models, with their children adjusting their attitudes and beliefs accordingly (Ardelt & Eccles, 2001). PSE is essential for parenting competency and is related to determining competent parenting behaviors and healthy child development (Sevigny & Loutzenhiser, 2010).
Parents with high self-efficacy are more likely to confront the diverse challenges of parenting, feel a sense of accomplishment, and perceive the entire process as significant and valuable (Coleman & Karraker, 2000). Studies have shown that PSE acts as a buffer against parental stress (Raikes & Thompson, 2005) and is positively correlated with improved family functioning and health (Salonen et al., 2009). PSE is also crucial for enhancing parental well-being and satisfaction (Salonen et al., 2009). Parental self-efficacy beliefs are strongly connected to children's self-efficacy and indirectly linked to academic performance (Ardelt & Eccles, 2001). In contrast, low PSE is typically associated with parental depression and controlling behavior (Coleman & Karraker, 2000). Therefore, PSE influences parenting practices. In parenting issues, parents' self-efficacy involves mothers' knowledge and confidence about their ability to influence their children's behavior and the environment in each stage of their child's development and success (Junttila et al., 2007). Based on the description above, it can be seen that the construction of an effective parenting module to increase the self-efficacy of parenting that is suitable for the conditions in Indonesia is a need that can be expected to be urgent.