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<p>The transition from kindergarten to primary school is an important milestone in a child’s development. It is crucial to promote school readiness through collaborative efforts between parents and children. This study surveyed 917 parents of preschool children aged 3–6 to explore the mechanisms linking parental involvement, children’s self-efficacy, and school readiness. The results indicate that high levels of parental involvement significantly correlate with enhanced school readiness in children, with children’s self-efficacy serving as mediating factor. Moreover, while family socioeconomic status (SES) does not moderate the impact of parental involvement on children’s self-efficacy, it does influence the relationship between home-school conferencing and self-efficacy. Specifically, a lower family SES is associated with a stronger positive correlation between home-school conferencing and children’s self-efficacy. Based on these findings, this study recommends that parents and teachers collaborate closely to enhance children’s school readiness. Parents should prioritize high-quality parent-child interactions at home, while teachers offer professional guidance and create supportive learning environments. In particular, for families with lower SES, building stronger partnerships with kindergarten teachers can help compensate for limited access to educational resources, thereby fostering supportive environments that strengthen children’s confidence and readiness for primary school.</p>

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How Might Parents Empower Preschool Children To Achieve School Readiness in the Context of Education Involution?

  • 期刊论文

  • 发表日期：

    2026年2月14日

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  • Jin Shi,
  • Yinan Ju

摘要

The transition from kindergarten to primary school is an important milestone in a child’s development. It is crucial to promote school readiness through collaborative efforts between parents and children. This study surveyed 917 parents of preschool children aged 3–6 to explore the mechanisms linking parental involvement, children’s self-efficacy, and school readiness. The results indicate that high levels of parental involvement significantly correlate with enhanced school readiness in children, with children’s self-efficacy serving as mediating factor. Moreover, while family socioeconomic status (SES) does not moderate the impact of parental involvement on children’s self-efficacy, it does influence the relationship between home-school conferencing and self-efficacy. Specifically, a lower family SES is associated with a stronger positive correlation between home-school conferencing and children’s self-efficacy. Based on these findings, this study recommends that parents and teachers collaborate closely to enhance children’s school readiness. Parents should prioritize high-quality parent-child interactions at home, while teachers offer professional guidance and create supportive learning environments. In particular, for families with lower SES, building stronger partnerships with kindergarten teachers can help compensate for limited access to educational resources, thereby fostering supportive environments that strengthen children’s confidence and readiness for primary school.