Parental mentalization goes to school: a brief online mentalization-based intervention to improve parental academic support.

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2023-04-01 DOI:10.1080/14616734.2023.2179578

Naama Gershy, Racheli Cohen, Naama Atzaba Poria

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引用次数: 4

Abstract

Parental support of children's learning contributes to children's motivation, efficacy, and academic success. Nonetheless, in the context of homework, many parents struggle to offer adequate academic support and intervene in a manner that can curtail children's academic progress. A mentalization-based online intervention was proposed for improving parental homework support. The intervention involves teaching parents to dedicate the first 5 minutes of homework preparation to observation of the child's and the parent's mental states. Thirty-seven Israeli parents of elementary school children randomly assigned to intervention or waitlist conditions participated in a pilot study assessing the feasibility and initial efficacy of the intervention. Participants completed self-report measures before and after the intervention or a 2-week waiting period and provided feedback on the intervention. Pilot findings suggest that this low-intensity online intervention can be effective in improving parenting practices in the homework supervision context. A randomized controlled trial is required to further establish the intervention's efficacy.

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父母心理化进入学校:一个简短的基于心理化的在线干预，以提高父母的学业支持。

父母对孩子学习的支持有助于孩子的动机、效能和学业成功。然而，在家庭作业的背景下，许多家长努力提供足够的学业支持，并以一种可能阻碍孩子学业进步的方式进行干预。提出了一种基于心理化的在线干预方法来改善家长对家庭作业的支持。干预包括教导家长在准备家庭作业的前5分钟观察孩子和家长的心理状态。37名以色列小学生的家长被随机分配到干预组或候补组，他们参加了一项评估干预可行性和初步效果的试点研究。参与者在干预前后或2周的等待期完成自我报告测量，并提供对干预的反馈。试点结果表明，这种低强度的在线干预可以有效地改善家庭作业监督背景下的育儿实践。需要一项随机对照试验来进一步确定干预措施的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567