Hajihashemi Mina, Mazaheri Maryam Amidi, Hasanzadeh Akbar
Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Biostatistics, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2019 Feb 15;8:43. doi: 10.4103/jehp.jehp_260_18. eCollection 2019.
Parenting self-efficacy, which is one of the main determinants of effective and positive parental behavior, has been commonly defined as the parents' opinions and beliefs to develop their ability to affect their children in a way that raises their confidence development and adjustment. This study was performed to examine the effect of educational intervention on parenting self-efficacy in parents of primary school students.
This quasi-experimental study was conducted on 104 parents of primary school students in Khomeini Shahr city, Isfahan province of Iran, in 2017. In this study, 104 parents (52 couples) of primary school students were selected and randomly assigned to experimental and control groups. Then, an educational intervention was implemented in the experimental group during 6 sessions of 2 h while the control group received only the usual family school education program. The parenting self-efficacy was measured before the intervention and 2 months afterward. The data were analyzed by independent -test, paired -test.
There was no statistically significant difference between the demographic variables of parents in both groups. Both the experimental and control groups were similar in terms of age, number of children, education, and employment as well as parenting self-efficacy. Two months after the intervention, the mean of total parenting self-efficacy, as well as play and entertainment with the child, discipline and boundaries, self-acceptance, learning and knowledge in the experimental group, were significantly higher than the control group, but the mean scores of other areas were not significantly different between the two groups ( > 0.05).
Educational interventions that engage parents in group task and facilitate expression of experiences, are feasible in the primary school meetings and have a helpful effect on parenting self-efficacy.
育儿自我效能感是有效且积极的育儿行为的主要决定因素之一，通常被定义为父母对于自身以促进孩子自信发展和适应能力的方式影响孩子的能力的看法和信念。本研究旨在探讨教育干预对小学生家长育儿自我效能感的影响。
2017年，在伊朗伊斯法罕省库姆伊沙尔市对104名小学生家长进行了这项准实验研究。在本研究中，选取了104名小学生家长（52对夫妻）并随机分为实验组和对照组。然后，在实验组进行了6次每次2小时的教育干预，而对照组仅接受常规的家校教育计划。在干预前和干预后2个月测量育儿自我效能感。数据采用独立样本t检验、配对样本t检验进行分析。
两组家长的人口统计学变量之间无统计学显著差异。实验组和对照组在年龄、子女数量、教育程度、就业情况以及育儿自我效能感方面相似。干预2个月后，实验组的育儿自我效能感总分以及与孩子玩耍和娱乐、纪律与界限、自我接纳、学习与知识方面的得分显著高于对照组，但两组在其他方面的平均得分无显著差异（P>0.05）。
让家长参与小组任务并促进经验表达的教育干预在小学家长会上是可行的，并且对育儿自我效能感有积极影响。
