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Targeting parent trust to enhance engagement in a school-home communication system: A double-blind experiment of a parental wise feedback intervention.
School Psychology ( IF 3.9 ) Pub Date : 2019-07-01 , DOI: 10.1037/spq0000318
Alaa K Houri 1 , Andrew J Thayer 1 , Clayton R Cook 1
Affiliation  

Parental behavioral and relational engagement in school include components of trust, communication, and respect that are positively predictive of student academic success. Parents who report high levels of trust with their child's teacher are more likely to be involved in school and related programs and events. Direct teacher-parent communication has been demonstrated to strengthen parental trust, thereby increasing parental engagement. The parent wise feedback intervention is a relational technique that communicates high expectations from one person to another while simultaneously creating a space for reciprocal dialogue to strengthen trust. The purpose of this study was to examine the effectiveness of this intervention on parental behavioral and relational engagement and student behaviors through a double-blind randomized control trial. The sample consisted of 51 students in third through fifth grade whose parents demonstrated low levels of engagement. Results demonstrated a significant increase in parental behavioral and relational engagement for the majority of parents in the intervention condition. In addition, changes in parental responses were positively correlated with changes in student behaviors. Educators can easily implement this low-cost, parent-directed intervention to enhance parental behavioral and relational engagement in populations that demonstrate high levels of mistrust with school personnel. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译:

针对父母的信任以增强对学校家庭沟通系统的参与:父母明智反馈干预的双盲实验。

父母在学校的行为和关系参与包括信任,沟通和尊重的成分,这些成分可以正面预测学生的学业成就。对孩子的老师表示高度信任的父母更有可能参与学校及相关计划和活动。事实证明,教师与父母之间的直接沟通可以增强父母之间的信任,从而增加父母的参与度。家长明智的反馈干预是一种关系技术,可以将一个人的高期望传达给另一个人,同时为相互对话创造空间,以增强信任。这项研究的目的是通过双盲随机对照试验来检验这种干预对父母的行为和关系参与以及学生行为的有效性。样本包括51至3年级至5年级的学生,其父母的参与程度较低。结果表明,在干预条件下,大多数父母的父母行为和关系参与度显着增加。此外,父母反应的变化与学生行为的变化呈正相关。教育工作者可以轻松地实施这种低成本的,由家长指导的干预措施,以增强父母对表现出对学校人员高度不信任的人群的行为和关系参与度。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。结果表明,在干预条件下,大多数父母的父母行为和关系参与度显着增加。此外,父母反应的变化与学生行为的变化呈正相关。教育工作者可以轻松地实施这种低成本的,由家长指导的干预措施,以增强父母对表现出对学校人员高度不信任的人群的行为和关系参与度。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。结果表明,在干预条件下,大多数父母的父母行为和关系参与度显着增加。此外,父母反应的变化与学生行为的变化呈正相关。教育工作者可以轻松地实施这种低成本的,由家长指导的干预措施,以增强父母对表现出对学校人员高度不信任的人群的行为和关系参与度。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。家长指导的干预措施,可增强对学校人员高度不信任的人群的父母行为和关系参与度。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。家长指导的干预措施,可增强对学校人员高度不信任的人群的父母行为和关系参与度。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。
更新日期:2019-07-01
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