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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