目的：设计并评估旨在促进小学生自我调节学习的父母教养课程的有效性。
方法：采用单组前后测设计,于2021年5月至6月在福建省福州市某小学筛选出33名家长参加3次线下促进小学生自我调节学习的父母教养课程团体干预。采用父母教养与家庭适应量表、儿童行为量表、父母学业教养量表、儿童学习行为量表及客户满意度调查问卷进行调查,采用配对样本t检验评估干预效果。
结果：干预后,父母的学业心理控制（t=3.904,p<0.001）、强制性教养（t=2.349,p=0.025）、亲子关系问题（t=2.164,p=0.038）和父母情绪问题（t=2.347,p=0.025）得分降低;同时,儿童情绪和行为问题（t=2.729,p=0.010）、儿童能力问题（t=2.763,p=0.009）和无助定向行为（t=2.653,p=0.012）得分降低,掌握定向行为得分提高（t=-2.813,p=0.008）。其余指标变化无统计学意义,家长对课程满意度较高。
结论：促进小学生自我调节学习的父母教养课程在父母教养行为、儿童日常行为和儿童自我调节学习的部分指标上,具有初步的可接受性和有效性。
Objective: To design and evaluate a parenting program aimed at promoting self-regulated learning in primary school children.
Methods: A single-group pre-post design was adopted. From May to June 2021, 33 parents were selected from a primary school in Fuzhou City, Fujian Province. Participants attended three in-person group intervention sessions of a parenting program designed to promote self-regulated learning in primary school children. The Parenting and Family Adjustment Scale, Child Adjustment and Parent Efficacy Scale, Academic Parenting Scale, Academic Behavior Scale, and Client Satisfaction Questionnaire were used for evaluation. Paired-samples t tests were used to evaluate pre-post changes.
Results: After the program, scores for academic psychological control (t=3.904, p<0.001), coercive parenting (t=2.349, p=0.025), parent-child relationship problems (t=2.164, p=0.038), and parental emotional problems (t=2.347, p=0.025) decreased significantly. Scores for children's emotional and behavioral problems (t=2.729, p=0.010), competence problems (t=2.763, p=0.009), and helplessness-oriented behaviors (t=2.653, p=0.012) also decreased significantly, whereas mastery-oriented behaviors increased significantly (t=-2.813, p=0.008). No significant changes were found in the other indicators, and parents reported relatively high satisfaction with the program.
Conclusion: The parenting program for promoting self-regulated learning in primary school children demonstrated preliminary acceptability and effectiveness in some indicators of parenting behaviors, children's daily behaviors, and children's self-regulated learning.
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