第一部分:基于证据的家长计划的学校交付可以促进家庭和学校的伙伴关系吗? 一个渐进的子集群随机试验
Tianyi Ma1,2, Cassandra L Tellegen1, Julie Hodges1,2
1Parenting and Family Support Centre, School of Psychology, The University of Queensland, St Lucia, Queensland, Australia.
Family process
|January 14, 2026
概括
基于证据的育儿计划,如Triple P-Positive育儿计划,可以加强家庭与学校的合作关系. 这项研究发现,家长与教师之间的沟通和学校参与度有所改善,支持他们在学校的可用性.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 家庭研究 家庭研究
背景情况:
- 高质量的家庭学校伙伴关系对儿童的学习和福祉有很大的好处.
- 基于证据的育儿计划往往针对育儿的自我效能和自我调节.
- 育儿计划对家庭-学校伙伴关系的影响在很大程度上仍未被探索.
研究的目的:
- 调查基于证据的育儿计划是否可以促进家庭与学校的伙伴关系.
- 解决关于家长干预对家庭与学校联系的影响的知识差距.
- 检查Triple P-Positive育儿计划对家庭与学校合作的各个方面的影响.
主要方法:
- 进行了一项不完整的阶梯集群随机试验.
- 这项研究涉及912名来自160所澳大利亚小学的4~13岁儿童的家长.
- 数据是在干预后和三个月后续评估时收集的.
主要成果:
- 在家长与教师的沟通 (d=0.160.15) 和家长在学校的参与 (d=0.190.22) 中观察到小而显著的改善.
- 这些积极效应在各个研究步骤中被系统地复制.
- 对于家庭参与,家长与学校的关系以及学校社区参与的感知,可能是由于天花板效应而引起的零发现.
结论:
- 基于证据的育儿计划,如Triple P-Positive育儿计划,可以加强家庭与学校的伙伴关系.
- 这些项目增强了家长和老师之间的沟通,并增加了家长在学校的参与度.
- 调查结果支持将基于证据的育儿支持纳入学校环境,以获得更广泛的好处.
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