家校合作是目前各国教育改革的研究热点和未来发展的趋势，家庭和学校是家校合作的两大主体，但以往研究多集中于探讨家校合作的现状、存在的问题、家校合作途径等方面，多遵循“学校本位”，很少有研究系统探讨家校合作中的家长因素。本研究拟在考察家长报告的家校共育观与家校关系的现状和关系的基础上，探究家长教育参与在其中的中介效应以及受教育程度的调节作用。

本研究分为两个子研究，研究一在梳理国内外相关文献的基础上，通过问卷调查收集项目，编制了《家长家校共育观问卷》，并参照已有文献修订《家长教育参与问卷》。研究二采用自编和修订问卷及其他测量工具，对44029名北京市西城区公立学校一年级至高二年级非毕业班在校生家长进行施测，通过项目分析及因素分析等方法，对问卷进行结构效度和信度检验，并采用相关分析、方差分析、回归分析、结构方程模型探讨进行数据分析，主要考察了家长的家校共育观与家校关系之间的关系，验证了教育参与在其中的中介作用以及家长受教育程度的调节作用。

主要研究结果如下：

（1）自编《家长家校共育观问卷》包含2个维度，分别为认知层面和实践层面，共5个项目。内部一致性系数为 0.77，信效度良好，符合心理测量学的要求，可以作为有效的测量家校共育观的测量工具。

（2）修订《家长教育参与问卷》包含2个维度，分别为基于家庭参与和基于学校参与，共13个项目。内部一致性系数为 0.87，信效度良好，符合心理测量学的要求，可以作为有效的测量教育参与的测量工具。

（3）家长家校共育观、教育参与和家校关系在家长受教育程度、学段和家庭类型上均差异显著。家长受教育程度差异检验中，三者均为受教育程度为大学本科或大专及以上的家长得分显著高于受教育程度为高中或中专及以下的家长得分。学段差异检验中，三者均为孩子学段在小学的家长得分显著高于初中（除家校共育观的认知层面维度），而孩子学段在初中的家长得分显著高于高中。家庭类型差异检验中，家长家校共育观、教育参与和家校关系的总得分及其维度得分均为家庭类型为三代同堂的家长得分显著高于单亲家庭的家长得分。

（4）除了家长家校共育观认知层面与家长受教育程度之间相关不显著之外，家长家校共育观总分及其维度，教育参与总分及其维度以及家校关系、家长受教育程度之间皆呈显著正相关。

（5）家长教育参与在家长家校共育观与家校关系之间起中介作用。

（6）家长受教育程度在家长教育参与与家校关系之间发挥调节作用。即家长受教育程度负向调节家长教育参与对家校关系的影响，相对于受教育程度较高的家长，受教育程度较低的家长教育参与对家校关系的影响比较大。

(1) The self compiled questionnaire on the concept of parents' home-school cooperation includes two dimensions, namely, cognitive level and practical level, with a total of five items. The internal consistency coefficient is 0.77, with good reliability and validity, which meets the requirements of psychometrics. It can be used as an effective measurement tool to measure the concept of home-school cooperation.

(2) The revised parental education participation questionnaire includes two dimensions: family based participation and school-based participation, with a total of 13 items. The internal consistency coefficient is 0.87, with good reliability and validity, which meets the requirements of psychometrics. It can be used as an effective measurement tool to measure educational participation.

(3) Parents' home-school cooperation concept, educational participation and home-school relationship have significant differences in parents' education level, school stage and family type. In the difference test of parents' education level,the scores of parents with bachelor's degree or college degree or above are significantly higher than those with high school or technical secondary school or below. In the stage difference test, the score of children in primary school is significantly higher than that in junior middle school (except the cognitive dimension of the concept of home-school cooperation), while the score of children in junior middle school is significantly higher than that in senior high school. In the family type difference test, the total scores and dimension scores of parents' home-school cooperation concept, educational participation and home-school relationship are that the scores of parents with three generations are significantly higher than those of single parent families.

(4) Except that there is no significant correlation between the cognitive level of parents' home-school cooperation concept and parents' education level, there is a significant positive correlation between the total score of parents' home-school cooperation concept and its cognitive dimension and practical dimension, the total score of educational participation and its dimensions based on family participation and school participation, home-school relationship and parents' education level.

(5) Parental education participation plays an intermediary role between parents' view of home-school cooperation and the relationship between home and school.

The level of parents' education plays a regulatory role between parents' educational participation and the relationship between home and school.That is, parents' educational level negatively regulates the impact of parents' educational participation on home-school relationship. Compared with parents with higher educational level, parents with lower educational level have a greater impact on home-school relationship.