Implementation Intentions Increase Parent-Teacher Communication Among Latinos
Implementation Intentions Increase Parent-Teacher Communication Among Latinos
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DOI：
10.1080/01973533.2011.614142
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发表时间：
2011-01-01
影响因子：
2.4
通讯作者：
Longoria, Zayra N.
中科院分区：
文献类型：
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作者：
Arriaga, Ximena B.;Longoria, Zayra N.
本研究测试的实施意图干预，以增加幼儿的拉丁裔父母之间的家长与教师的沟通。父母（n = 57）被随机分配到形成实施意图或简单的目标意图与他们的孩子的老师沟通。他们在操纵前和操纵后连续6周完成了沟通和目标意图的测量。实施意图增加家长与教师的沟通与较高的初始（premanipulation）的目标意图，但不是在那些较低的初始目标意图。调查结果支持现有的工作实施意图的工作条件，并解决拉丁美洲儿童的教育成功的一个重要方面。
This research tested an implementation intentions intervention to increase parent-teacher communication among Latino parents of young children. Parents (n = 57) were randomly assigned to form implementation intentions or simply goal intentions to communicate with their child's teacher. They completed measures of communication and goal intentions immediately prior to the manipulation and after the manipulation for 6 consecutive weeks. Implementation intentions increased parent-teacher communication among parents with higher initial (premanipulation) goal intentions but not among those with lower initial goal intentions. The findings support existing work on the conditions for implementation intentions to work, and address an important aspect of Latino children's educational success.