大规模赠书干预对父母扫盲教育信念的实验影响

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-06-18 DOI:10.1016/j.cedpsych.2025.102389

Si Chen , Shiyao Liu , Catherine E. Snow

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引用次数: 0

摘要

赠书活动为全世界数以亿计的儿童和家庭提供免费书籍。然而，很少有证据表明赠书与父母识字教育观念的转变之间存在因果关系。阅读启动计划（RSP）是一项在中国实施的大规模赠书干预计划。RSP每年向10万个家庭免费分发绘本和扫盲教材。我们从符合条件的人群中招募了1052个中国家庭和儿童来评估其有效性。采用随机激励研究设计和联合分析，我们估计了RSP对父母扫盲教育信念的因果影响。RSP的参与增加了父母对购买图画书的重视，以及他们在家庭扫盲实践中的效能感，尤其是在受教育程度较低的母亲和书籍较少的家庭中。作为中国最大的儿童家庭读写干预项目，RSP具有深远的社会影响，为中国和其他发展中国家推广早期家庭读写干预提供了重要的经验参考。

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Experimental impacts of a large-scale book giveaway intervention on parental literacy education beliefs

Book giveaways offer free books to hundreds of millions of children and families worldwide. However, little evidence exists of a causal link between book giveaways and a transformative shift in parental literacy education beliefs. The Reading Start Project (RSP) is a large-scale book giveaway intervention program implemented in China. RSP distributes free picture books and literacy education materials to 100,000 families every year. We recruited 1052 Chinese families and children from the eligible population to evaluate its effectiveness. Using a randomized encouragement research design with conjoint analyses, we estimated the causal impact of RSP on parental literacy education beliefs. RSP participation increased the value parents placed on purchasing picture books and their sense of efficacy in home literacy practices, especially among lower-education mothers and families with fewer books. As the largest home literacy intervention program for Chinese children, RSP has a profound social impact and provides an important empirical reference for promoting early family literacy interventions in China and other developing countries.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.