Development of a Strategic Model to Enhance Parent-School Collaboration for Facilitating Smooth Transition to Primary School in Frontier Areas of Yunnan Province, China
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Abstract
The transition to primary school is a critical period for children, particularly in frontier areas of Yunnan Province, China. This research explores this transition’s influential pathway from the perspective of parent-school collaboration. It posits that active parental engagement and close collaboration with schools can lead to a more successful transition, though this relationship may be mediated by factors such as parental support, child-parent alienation, and parent empowerment.The study aimed to: (1) empirically test the direct and indirect effects of parent-school collaboration (PSC) on children’s transition success using Partial Least Squares Structural Equation Modeling (PLS-SEM); (2) explore the mediating roles of parental support (PAS), parent-child alienation (PCA), and parental empowerment (PEW) in this relationship; and (3) propose and validate a strategic model for facilitating smooth transition. Through literature review and in-depth interviews, four key factors influencing 1st graders’ school adaptation were identified: Parent-School Collaboration (PSC), Parental Empowerment (PEW), Parental Support (PAS), and Parent-Child Alienation (PCA). PLS-SEM was employed to analyze the relationships among these factors, including mediating and moderating effects. The study quantified the current levels of PSC, PEW, PAS, and PCA. PLS-SEM analysis revealed significant positive and negative relationships among these factors, confirming the mediating roles of PAS, PCA, and PEW between PSC and transition success. The proposed strategic model was implemented and empirically validated as effective. These findings offer valuable insights for educators, policymakers, and parents to collaboratively ensure a smooth and successful primary school transition. The validated strategic model provides a practical framework for enhancing transition outcomes in similar contexts.
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