[1] 陈永堂, 刘飞. (2025). 家校社协同育人“教联体” 建设的四维向度. 教育科学研究, (2), 12-18.
[2] 董晶晶, 张传英. (2025). 家校社协同育人“教联体” 的建构与实践路向. 教学与管理, (8), 11-14.
[3] 中华人民共和国教育部等十七部门联合印发《家校社协同育人“教联体”工作方案》的通知. 2024-11-01取自. 2024-11-01取自http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202411/t20241101_1160204.html
[4] 李百成, 潘小峰. (2025). 家校社协同育人“教联体” 的特征、价值与建设路径. 教学与管理, (10), 6-10.
[5] 刘书秀. (2024). “双减” 背景下家校社协同共育的现实困境与路径探索. 教学与管理, (24), 10-16.
[6] 罗阳, 刘雨航. (2022). “双减” 中的父母教育焦虑:表征、原因及其应对. 教育科学文摘, 41(4), 44-45.
[7] 沈晓冬, 林丹. (2024). 家校信任关系的失落与重建. 中国教育学刊, (8), 61-67.
[8] 辛治洋, 王静华. (2025). 家长何以信任教师? 基于信任来源的实证分析. 教师教育学报, 12(3), 64-73. doi: 10.13718/j.cnki.jsjy.2025.03.008
[9] 张斗和. (2022). 如何才能让家长相信老师、敬重专业. 人民教育, (24), 30.
[10] 张馨月. (2022). “双减” 下家校协同育人存在的问题及对策. 社会科学前沿, 11(2), 384-389. doi: 10.12677/ASS.2022.112056
[11] Adams C. M., Forsyth P. B., & Mitchell R. M. (2009). The formation of parent-school trust.Educ Adm Q, 45(1), 4-33. doi: 10.1177/0013161x08327550
[12] Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship examination of parent-teacher differences in elementary and secondary grades.J Sch Psychol, 38(5), 477-497. doi: 10.1016/S0022-4405(00)00048-0
[13] Bormann I., Killus D., Niedlich S., & Würbel I. (2021). Home-school interaction: A vignette study of parents’ views on situations relevant to trust.Eur Educ, 53(3-4), 137-151. doi: 10.1080/10564934.2022.2081084
[14] Chen, C. M. (2017). Science mapping: A systematic review of the literature.J Data Inf Sci, 2(2), 1-40. doi: 10.1515/jdis-2017-0006
[15] Denessen E., Bakker J. T. A., & Gierveld, M. R. M. (2007). Multi-ethnic schools’ parental involvement policies and practices.Sch Comm J, 17(2), 27-44. doi: hdl.handle.net/2066/56399
[16] Dirks, K. T., & de Jong, B. (2022). Trust within the workplace: A review of two waves of research and a glimpse of the third.Annu Rev Organ Psychol Organ Behav, 9(1), 247-276. doi: 10.1146/annurev-orgpsych-012420-083025
[17] du Plessis C., Nguyen M. H. B., Foulk T. A., & Schaerer M. (2023). Relative power and interpersonal trust.J Pers Soc Psychol, 124(3), 567-592. doi: 10.1037/pspi0000401
[18] Eng S., Szmodis W., & Mulsow M. (2014). Cambodian parental involvement.Elem Sch J, 114(4), 573-594. doi: 10.1086/675639
[19] Froiland, J. M. (2021). A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets.Sch Psychol Int, 42(2), 103-131. doi: 10.1177/0143034320981393
[20] Hamm, J. E., & Mousseau, A. D. (2023). Predicting parent trust based on professionals’ communication skills.Educ Sci, 13(4), 350. doi: 10.3390/educsci13040350
[21] Han Y. X., Luo Y. L., Chen Z. H., Gao N., Song Y. Y., & Liu S. (2024). A decade of love: Mapping the landscape of romantic love research through bibliometric analysis.Humanit Soc Sci Commun, 11(1), 1-16. doi: 10.1057/s41599-024-02665-7
[22] Han Y., Peng Z. B., & Chen H. (2022). Bibliometric assessment of world scholars’ international publications related to conceptual metaphor.Front Psychol, 13, 1071121. doi: 10.3389/fpsyg.2022.1071121
[23] Houri A. K., Thayer A. J., & Cook C. R. (2019). Targeting parent trust to enhance engagement in a school-home communication system: A double-blind experiment of a parental wise feedback intervention.Sch Psychol, 34(4), 421-432. doi: 10.1037/spq0000318
[24] Hummel T. G., Cohen F., & Anders Y. (2023a). Parents’ trust in their child’s preschool: Associations with child and family characteristics and aspects of parent-preschool communication.Early Educ Dev, 34(5), 1057-1074. doi: 10.1080/10409289.2022.2101344
[25] Hummel T. G., Cohen F., & Anders Y. (2023b). The role of partnership practices in strengthening parental trust.Early Child Dev Care, 193(3), 401-416. doi: 10.1080/03004430.2022.2093868
[26] Janse van Rensburg, M., & Clasquin-Johnson, M. G. (2023). Parental involvement in the case of primary school children with autism during COVID-19.S Afr J Childh Educ, 13(1), 1-10. doi: 10.4102/sajce.v13i1.1296
[27] Janssen M., Bakker J. T. A., Bosman A. M. T., Rosenberg K., & Leseman, P. P. M. (2012). Differential trust between parents and teachers of children from low-income and immigrant backgrounds.Educ Stud, 38(4), 383-396. doi: 10.1080/03055698.2011.643103
[28] Jelic, M., & Buha, N. (2024). Perspectives of parents and educators on mutual trust in inclusive preschools.Zb Inst Pedag Istraz, 56(2), 303-320. doi: 10.2298/zipi2402303j
[29] Ji H. J., Zhou X. H., Wu H. Y., Liu H. X., & Zhang G. Z. (2023). A bibliometric and thematic analysis of the trends in the research on ginkgo biloba extract from 1985 to 2022.Heliyon, 9(11), e21214. doi: 10.1016/j.heliyon.2023.e21214
[30] Kikas E., Lerkkanen M. K., Pakarinen E., & Poikonen P. L. (2016). Family- and classroom-related factors and mother-kindergarten teacher trust in Estonia and Finland.Educ Psychol, 36(1), 47-72. doi: 10.1080/01443410.2014.895298
[31] Lerkkanen, M. K., & Pakarinen, E. (2021). Parental trust in teachers and children’s interest in reading and math: A longitudinal study.Eur Educ, 53(3-4), 152-167. doi: 10.1080/10564934.2022.2080562
[32] Lerkkanen M. K., Kikas E., Pakarinen E., Poikonen P. L., & Nurmi J. E. (2013). Mothers’ trust toward teachers in relation to teaching practices.Early Child Res Q, 28(1), 153-165. doi: 10.1016/j.ecresq.2012.04.005
[33] Li, Z. D., & Zhang, B. (2023). Family-friendly policy evolution: A bibliometric study. HumanitSoc Sci Commun, 10(1), 303. doi: 10.1057/s41599-023-01784-x
[34] Madsen, M. A., & Madsen, D. Ø. (2022). Communication between parents and teachers of special education students: A small exploratory study of reddit posts.Soc Sci, 11(11), 518. doi: 10.3390/socsci11110518
[35] Misirli, O., & Ergulec, F.(2021). Emergency remote teaching during the COVID-19 pandemic:Parents experiences and perspectives.Educ Inf Tenchnol, 26(6), 6699-6718. doi: 10.1007/s10639-021-10520-4
[36] Mostafaie A., Cardoso D. N., Kamali M., & Loureiro S. (2021). A scientometric study on industrial effluent and sludge toxicity.Toxics, 9(8), 176. doi: 10.3390/toxics9080176
[37] Nurit, K. T. (2025). Parents-teachers’ trust relationship and student self-esteem and academic achievement: A three sources multiple-step analysis. J Psychol Couns Sch, 35(1), 47-65. doi: 10.1177/20556365251319868
[38] Nurit, K. T., & Revathy, K. (2024). Parents’ educational involvement: What is more important mothers’ reports or adolescents’ perceptions?J Early Adolesc, 44(7), 821-852. doi: 10.1177/02724316231210256
[39] Pan, J. Y., & Yang, Z. Z. (2023). Knowledge mapping of relative deprivation theory and its applicability in tourism research.Humanit Soc Sci Commun, 10(1), 68. doi: 10.1057/s41599-023-01520-5
[40] Popovska N. G., Popovski F., & Dimova P. H. (2021). Communication strategies for strengthening the parent-teacher relationships in the primary schools.Int J Res Stud Educ, 10(14), 123-134. doi: 10.5861/ijrse.2021.a076
[41] Santiago R. T., Garbacz S. A., Beattie T., & Moore C. L. (2016). Parent-teacher relationships in elementary school: An examination of parent-teacher trust.Psychol Sch, 53(10), 1003-1017. doi: 10.1002/pits.21971
[42] Schuster I., Bormann I., & Hein S. (2025). Trust between educators and migrant Arab parents in Germany: A qualitative study.Int J Educ Res, 130, 102522. doi: 10.1016/j.ijer.2024.102522
[43] Vogel S. N. T., Stang-Rabrig J., & McElvany N. (2023). The importance of parents for key outcomes among socio-economically disadvantaged students: Parents’ role in emergency remote education.Soc Psychol Educ, 26(6), 1565-1591. doi: 10.1007/s11218-023-09801-2
[44] Wang M. T., Hill N. E., & Hofkens T. (2014). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school.Child Dev, 85(6), 2151-2168. doi: 10.1111/cdev.12284
[45] Wider W., Jiang L. L., Lin J. M., Fauzi M. A., Li J. J., & Chan C. K. (2024). Metaverse chronicles: A bibliometric analysis of its evolving landscape.Int J Hum Comput Interact, 40(17), 4873-4886. doi: 10.1080/10447318.2023.2227825
[46] Zhang F., Ye J., Bai Y., Wang H., & Wang W. Q. (2022). Exercise-based renal rehabilitation: A bibliometric analysis from 1969 to 2021.Front Med, 9, 842919. doi: 10.3389/fmed.2022.842919
[47] Zhang Z., Zhao Y. L., Huang X. Y., Guo J., & Qi C. H. (2025). Teacher punishment intensity and parental trust in rural China: A moderated mediation of violation severity and trustworthiness. Front Psychol, 16, 1572656. doi: 10.3389/fpsyg.2025.1572656
[48] Zhu N. Y., Jiang N., & Liu Y. (2022). The development of employees’ feeling trusted by their supervisors. Adv Psychol Sci, 30(7), 1448-1462. doi: 10.3724/sp.j.1042.2022.01448
