Part I
Can School‐Based Delivery of an Evidence‐Based Parenting Program Promote the Home‐School Partnership? A Stepped Wedge Cluster Randomized Trial
Dados Bibliográficos
High-quality home-school partnership can bring significant benefits to children's learning and wellbeing. While evidence-based parenting programs often target key determinants of high-quality home-school partnership (i.e., parenting self-efficacy and parental self-regulation), it remains unknown whether parenting programs can promote the home-school partnership. The present study, an incomplete stepped wedge cluster randomized trial of an evidence-based parenting program, namely the seminar version of the Triple P-Positive Parenting Program, represents the first attempt in addressing this knowledge gap. Data were collected from a sample of 912 parents of children (range between 4 and 13 years old; 50.2% girls) attending 160 different primary schools across three Australian states. Although the home-school partnership was not the intervention target, we found improvements at post-intervention and three-month follow-up assessments, with small effects in parent-teacher communication (d = 0.16 at T2 and 0.15 at T3) and parent school-based involvement (d = 0.19 at T2 and 0.22 at T3). These findings were systematically replicated through steps. Null findings were found on home-based involvement, parent-school relationship, and parents' perceived quality of the school's involvement in the local community due to potential ceiling effects. The mechanism of change was explored in Part II of the article series. The findings provide additional support to the notion that evidence-based parenting support should be made available in schools, as it not only brings well-documented benefits on children's learning and wellbeing but also has the potential of strengthening the home-school partnership through enhancing the quality of parent-teacher communication and increasing parents' participation in school-based activities
Ceiling effect · Cluster (spacecraft) · General partnership · Intervention (counseling) · Quality (philosophy) · Randomized controlled trial · Sample (material) · 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
Effects of parental involvement on academic achievement
Multilevel modeling myths.
The Triple P-Positive Parenting Program
A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning
The role of parental self‐efficacy in parent and child well‐being
Factors associated with parenting self‐efficacy
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1
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
Partners in Education Survey
The relation between parents' involvement in children's schooling and children's adjustment
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