家校社协同共育是当前推进教育高质量发展的重要途径之一，促进学生的健康成长，离不开家庭、学校和社会三者的教育合力。社区教育是家校社协同共育的重要一环，近几年国内关于家校协同开展社区教育进行了很多实践探索。本研究以社会支持理论和交叠影响域理论为理论基础，以家长教育期望为中介变量，对社会支持对家长社区教育参与意愿的影响机制进行了探究。

研究采用问卷调查法和访谈法对数据进行了收集，正式调查选取840名中小学家长，运用描述性统计分析、项目分析、信效度分析、差异性分析、相关性分析和结构方程模型等数据分析方法探讨了社会支持、家长教育期望和家长社区教育参与意愿的现状及特征，并且验证了家长教育期望在社会支持对家长社区教育参与意愿间的部分中介效应。随机抽取20位家长进行深度访谈，对家长社区教育参与意愿的影响因素做了进一步分析。

研究主要结论如下：第一，社会支持总体得分较低，各维度均值由高到低依次排序为主观支持、客观支持和对支持的利用度；是否独生子女、身份、孩子年级、受教育程度、配偶受教育程度和家庭月收入等家庭背景特征在社会支持上存在显著差异。第二，家长教育期望总体得分较高，各维度均值由高到低依次排序为身心素质、品行表现、人际关系、学业表现和未来成就；是否独生子女、孩子年级、受教育程度、配偶受教育程度和家庭月收入等家庭背景特征在家长教育期望上存在显著差异。第三，家长社区教育参与意愿总体得分较高，形式参与得分最高，其次是人际参与，最后是政治参与；孩子性别、是否独生子女、孩子年级、配偶受教育程度和家庭月收入等家庭背景特征在家长社区教育参与意愿上存在显著差异。第四，社会支持对家长社区教育参与意愿有显著的正向影响，社会支持对家长教育期望有显著的正向影响，家长教育期望对家长社区教育参与意愿有显著的正向影响。第五，家长教育期望在社会支持和家长社区教育参与意愿之间的中介效应显著。

研究提出以下四点建议：第一，增强家长参与主体意识，认识社区教育的重要性；第二，完善社区教育管理体制，使社区教育活动落到实处；第三，加强社区教育宣传力度，拓宽各项活动宣传渠道；第四，提高社区教育活动质量，发挥家校社协同共育力量。

Cooperative education between family, school and society is one of the important ways to promote the high-quality development of education. Promoting the healthy growth of students is inseparable from the educational joint force of family, school and society. Community education is an important part of the cooperative education of family, school and society. In recent years, many practical explorations have been made on family-school cooperative community education in China. Based on social support theory and overlapping influence domain theory, parents' educational expectations as mediating variables. This study explores the impact mechanism of social support on parents' willingness to participate in community education.

The data were collected by questionnaire and interview. 840 primary and secondary school parents were selected for the formal survey. The current situation and characteristics of social support, parents' educational expectations and parents' willingness to participate in community education were discussed by using data analysis methods such as descriptive statistical analysis, project analysis, reliability and validity analysis, difference analysis, correlation analysis and structural equation model. It also verifies the partial mediating effect of parental education expectation between social support and parents' willingness to participate in community education.  20 parents were randomly selected for in-depth interviews to further analyze the influencing factors of parents' willingness to participate in community education.

The main conclusions are as follows: First, the overall score of social support is low, and the average value of each dimension is ranked from high to low as subjective support, objective support and utilization of support. There are significant differences in family background characteristics such as only child, identity, children’s grade, education level, spouse’s education level and family monthly income. Second, the overall score of parental education expectation is high, and the average value of each dimension is ranked from high to low as physical and mental quality, conduct performance, interpersonal relationship, academic performance and future achievement. There are significant differences in parental education expectation in family background characteristics such as only child, children’s grade, education level, spouse’s education level and family monthly income. Third, the overall score of parents' willingness to participate in community education is high, and the score of formal participation is the highest, followed by interpersonal participation, and finally political participation. There are significant differences in parents' willingness to participate in community education, such as children's gender, whether they are the only child, children's grade, spouse's education level and family monthly income. Fourth, social support has a significant positive impact on parents' willingness to participate in community education, social support has a significant positive impact on parents' educational expectation, and parents' educational expectation has a significant positive impact on parents' willingness to participate in community education. Fifth, the mediating effect of parental education expectation between social support and parents' willingness to participate in community education is significant.

This study puts forward the following four suggestions: First, enhance parents' awareness of participation and understand the importance of community education; Second, improve the management system of community education and implement community education activities; Third, strengthen the publicity of community education and broaden the publicity channels of various activities; Fourth, improve the quality of community education activities and give full play to the power of family school community collaborative education.