大量实证研究表明社会情感能力能够为儿童的可持续发展和未来幸福生活奠基，如何促进儿童的社会情感发展受到广泛关注。近年来，随着社会情感能力逐渐提上全球教育政策议程并进入公众讨论视野。家庭是儿童成长的重要场所，对儿童身心发展发挥着不可替代的作用。已有大量研究发现家长参与和子女的学业成功紧密联系，但关于家长参与对子女社会情感发展的影响当前尚未形成成熟的理论体系，且很多家长并不如学校所期望的积极参与教育，实践中也缺乏科学、创新的促进家长参与的家校合作措施。本研究从家长参与的视角关注社会情感能力（非认知能力）的家庭投资机制，着眼于家庭的内部、以家长的视角对家校合作的过程和效果问题进行学理性研究，运用实证研究方法解释家长参与的不同会带来的子女社会情感发展的不同及影响机制，并进一步理解家长从内（基于家庭的参与）到外（基于学校的参与）参与学校教育的内在动力机制。 研究以北京市顺义区和天津市东丽区22所小学的2515名小学生和家长为样本，建立逐一匹配数据，探索了小学生家长参与的内涵与结构、家长参与对子女社会情感能力发展的影响作用及促进家长参与的影响因素，结果发现： （1） 家长参与由参加学校活动、参与学校管理、在校社会交往、亲师联络沟通、在家指导学习、提供家庭资源、制定家庭规则和亲子情感沟通这八个维度构成。我国小学生家长的教育参与处于较高的水平，且基于家庭的参与程度大于基于学校的参与程度，但存在性别和年级上的差异。男生家长基于学校的参与程度显著高于女生家长，低年级学生家长的参与程度显著高于高年级学生家长。 （2） 我国城市地区小学生社会情感能力发展的整体状况较好，但六个维度上的发展水平存在差异，表现为：学生的自我认知维度发展水平最高，他人认知维度发展水平最低。男生的社会情感能力总体及六个维度均显著低于女生。随着年级的升高，小学生的社会情感能力呈现增高的趋势。班干部学生在社会情感能力总体及六个维度上的得分均显著高于非班干部学生。不同家庭年经济收入学生的社会情感能力不存在显著差异，但家庭年经济收入越高，学生的自我认知能力得分越高，在自我管理和集体管理维度，来自低收入家庭学生的得分显著低于来自高收入家庭学生的得分。 （3） 在控制了学生因素和家庭社会经济地位因素后，家长参与对子女社会情感能力及其分维度都有显著性预测作用，基于家庭的参与对社会情感能力及所有分维度均有显著性正向预测作用，而基于学校的参与对社会情感能力及部分分维度（除他人认知、集体管理之外）有显著性负向预测作用，在排除了控制变量的影响之后，家长基于家庭的教育参与比基于学校的教育参与对子女社会情感能力发展的影响更为显著。具体到家长参与的不同行为表现上，亲师联络沟通对子女的他人认知、他人管理和集体认知能力均具有显著的正向预测作用；亲子情感沟通对子女社会情感能力发展的六个维度均具有显著正向的预测作用。亲子关系在家庭参与对子女社会情感能力的影响作用中具有中介效应。 （4） 家庭社会经济地位（父母受教育水平、家庭经济收入、家庭资源拥有情况）和家长参与之间具有显著的正向相关，特别是家庭资源拥有情况及父母受教育水平对家长参与行为具有显著影响。家长对子女的教育期望能够正向调节家庭社会经济地位对家长基于学校的参与；家庭文化资本在家庭社会经济地位和家长参与、基于学校的参与、基于家庭的参与之间均存在中介效应。 （5） 依据计划行为理论，家长对子女的受教育期望、对学校的满意度、家长对自身的角色认同以及自我效能感对家长参与有着更为显著的影响，能够额外解释家长参与行为差异的38.3%，验证了家长参与是有计划的行为选择，并且家长对自身的角色认同在学校满意度和家长参与行为之间存在中介效应。 本研究发现启发我们可以此实证结果为基础，结合家长参与的影响因素，建立由学校、家庭、社会三方参与的改进策略框架，以促进学生社会情感发展。这一研究成果也能为我国教育事业“十三五规划”改善家校协同育人生态的规划和实施提供实证依据。

A large number of empirical studies show that social emotional competence can make children's sustainable development and future happy life. In recent years, as the social emotional development gradually puts on the global education policy agenda and enters the public discussion field, it has raised widely attention on how to promote children's social and emotional development. The family is an important place for children to grow up and plays an irreplaceable role in children's physical and mental development. A large number of studies have found that parental involvement is closely related to the academic success of their children. However, the impact of parental involvement on the social and emotional development of children has not yet formed a mature theoretical system, and many parents are not actively participating in education as expected by the school. There is also a lack of scientific and innovative home-school cooperation measures to promote parental involvement. This study is from parental involvement’s perspective to to explain the differences in parental involvement made on chldren’s social and emotional development and the impact mechanism. Using empirical research methods, this study is to further understands the intrinsic motivational mechanisms for parents to involve in school education from internal (home-based involvement) to external (school-based involvement), and to propose a family-school-social support strategy framework for improving the quality of parental involvement. With sampling 2515 primary school students and parents in 22 primary schools in Shunyi District of Beijing and Dongli District of Tianjin, this study explored the structure of parental involvement, its influence on children’s social emotional development, and factors affecting the parental involvement. The results are described in the following part. (1) The parental involvement for primary school parents consists of eight dimensions: participate school activities, participation in school management, social interaction at school, contact with teachers, tutoring at home, provision of family resources, developing and implementing family rules, and parent-child affective communication. The parental involvement in China is at a relatively high level, and the degree of home-based involvement is greater than that of school-based involvement, but there were differences in gender and grade. The boy’s parents’ school-based involvement is significantly higher than that of girls’ parents, and the involvement of parents of lower graders is significantly higher than that of senior students. (2) The overall situation of the social emotional development of primary school students in urban areas in China is good, but the developmental levels of six dimensions are different, as following: the self-awareness receeived the highest score and the other-awareness was the lowest. The boy’s social and emotional competence was lower than those of girls in all the dimensions. As the grades rise, the social and emotional competence show an increasing trend. Class cadres scored significantly higher in social emotional competence than non-class cadres. There is no significant difference in the overall social emotional competence of students with different social economic status. However, the higher the annual income of the family, the higher the score of students' self-awareness, and children from the low-income families in the self-management and collective management have a significantly lower score than those of high-income families. (3) After controlling the factors of students and the socio-economic background of the family, this research found that parents' involvement has significant positive effects on children's social emotional competence and their dimensions, while the home-based involvement has significant positive predictive effects on children’s social emotional competence, and school-based involvement has significant negative predictive effects on children’s social emotional competence and partial sub-dimensions (except for other awareness and collective management). While excluding control variables, parents' home-based involvement has a more significant impact on children’s social emotional development than school-based involvement. Parent-teacher communication has a significant positive predictive effect on children's other awareness, other management, and collective awareness. Parent-child emotional communication has a significant positive predictive effect on the six dimensions of children's social emotional competence. In the effect of parental involvement on children's social emotional development, parent-child relationship has a significant partial mediating effect. (4) There is a significant positive relationship between family socioeconomic status (parental education level, family economic income, family resource possession) and parental involvement, especially family resource possession and parental education level. Parental education expectations have a positive regulatory effect in the family's socioeconomic status affecting school-based involvement, family cultural capital plays significant mediating role in family socioeconomic status affecting parental involvement and school-based involvement, home-based involvement. (5) Parents' personal psychological factors (parental satisfaction with the school, parental role construction and self-efficacy) have a more significant impact on parental involvement than the family social-economic status, which can additionally explain 38.3% of differences on parental involvement. It is verified that parental involvement is a planned behavioral choice and can be explained by the theory of planned behavior. This inspires us to use this empirical evidence as a basis, combined with the influencing factors of parental involvement, can establish an improved strategic framework involving the participation of schools, families, and society, thereby promoting the development of students' social and emotional competences. This research results can provide theoretical and practical basis for the improvement of the planning and implementation of the collaborative home school partnership as required in the 13th Five-Year Plan for education in China.