Part II
Can School‐Based Delivery of an Evidence‐Based Parenting Program Promote the Home–School Partnership? Parental Self‐Regulation as the Mechanism of Change
Dados Bibliográficos
High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and well-being of children. Although past literature has frequently identified the parenting self-efficacy element of parental self-regulation as a key determinant of the strength of the home-school partnership, this knowledge base relies heavily on cross-sectional studies. This paper follows on from an article in Family Process reporting the findings of a cluster randomized trial of an evidence-based parenting program designed to promote parental self-regulation, namely the seminar version of the Triple P-Positive Parenting Program. The trial found post-intervention improvements in two domains of the home-school partnership, namely parent-teacher communication and parent school-based involvement. Given that the home-school partnership was not a target of the intervention, the current study conducted a mechanism of change analysis to examine whether improvements in the home-school partnership could be attributed to post-intervention improvements in parental self-regulation. Data were collected from a sample of 912 parents of children attending 160 different primary schools across three Australian states. Following a Random Intercept Cross-lagged Panel Model (RI-CLPM) approach, bidirectional within-participant effects between parental self-regulation and parent-teacher communication were found, while unidirectional within-participant effects were found for parent school-based involvement. The findings provided support to the proposed theory of change where improvements in parental self-regulation are the underlying mechanism behind reported post-intervention improvements in the quality of the home-school partnership. The findings also support the potential spillover benefits of school-based delivery of evidence-based parenting programs. Trial Registration: Australian New Zealand Clinical Trials Registry: ACTRN12623000852651
General partnership · Interpersonal communication · Mechanism (biology) · Parenting styles · Quality (philosophy) · Randomized controlled trial · Sample (material) · Spillover effect · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education
Examining the Rule of Thumb of Not Using Multilevel Modeling
Why Do Parents Become Involved in Their Children’s Education?
Effects of parental involvement on academic achievement
Multilevel modeling myths.
The Triple P-Positive Parenting Program
Best practices for missing data management in counseling psychology.
A practical guide to multilevel modeling
A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning
Effect size guidelines for cross-lagged effects.
A review of the relationship between parental involvement indicators and academic achievement
The role of parental self‐efficacy in parent and child well‐being
Factors associated with parenting self‐efficacy
Power Analysis for the Random Intercept Cross-Lagged Panel Model Using the powRICLPM R-Package
Understanding the interplay among parental involvement, parental self-regulation, and child adjustment
The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication
Can a low‐intensity evidence‐based parenting seminar series promote the mental health and wellbeing of children and families? A cluster randomised trial
Part I
An evaluation of a brief universal seminar series on positive parenting
Longitudinal linkages among immigrant mothers’ language proficiency, parental self-efficacy, and school involvement
Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings
Partners in Education Survey
Testing prospective effects in longitudinal research
Why Do Parents Become Involved? Research Findings and Implications
The relation between parents' involvement in children's schooling and children's adjustment
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