研究表明家长育儿能力与儿童发展结果有紧密联系，家长育儿能力不仅影响亲子关系，同时对儿童的自我调节能力、适应力及家长的心理健康和家庭关系产生影响，其中正向养育对儿童发展结果有益处和保护作用。基于社会学习的家长正向养育课程被认为是预防儿童情绪和行为问题以及促进儿童身心健康成长的“黄金标准”。关于正向养育课程国外有不少著名的项目和研究，但是适应中国本土文化背景下的正向养育课程相对较少，且基于互联网+正向养育课程的形式更加少见。本研究旨在检验为适应中国本土文化打造的在线正向养育课程对家长育儿能力提升的增值效应，并探讨其作用机制。解决这个问题，既有助于在线正向养育课程的不断迭代升级以此为家长提供高质量的育儿支持，也有助于通过提升家长的育儿能力最终使儿童的成长发展受益。基于以上目标，本研究以变革学习理论和社会学习理论为基础，总结国外正向养育课程干预关键要素的基础上，立足中国情境，了解中国家长的观念和需求，对正向养育课程进行浅层和深度适应的本土化改良，同时将在线资源和远程学习的元素结合到课程中，形成干预模块——“高质量陪伴课程”。采用检验干预有效性的黄金标准——混合方法随机对照试验，验证正向养育课程对家长自我效能感（主要结果）、回应性行为、养育观念和育儿方法（次要结果）的有效性。采用了 2（组）×2（时间）的混合设计，以实验分组（干预组-对照组）为组间变量，以时间（前测-后测）为组内变量，通过网络招募选取 200 名2-6 岁幼儿及其父母，将父母随机分成干预组（n=101）和对照组（n=99）。干预组父母接受为期六周共 12 节课程的干预，对照组在此期间不给予干预程序。采用育儿效能评估表、亲子互动共情量表、学习体验与效果反馈表、长处与困难调查问卷在干预前和干预结束后进行评估。本研究发现干预组相较于对照组，家长自我报告的自我效能感（p<0.01）、研究人员通过亲子互动视频客观评价的回应性行为（p<0.01）显著提升，家长养育观念、游戏和学习观念变化的同意度在 4.5 分以上（满分 5 分），只有育儿方法这一维度没有显著变化。这些结果表明（1）课程干预后，干预组被试的自我效能感和回应性行为有显著性提高。对照组被试的前后测没有显著性差异。（2）使用重复测量方差分析，干预组被试的自我效能感和回应性行为显著高于对照组。（3）高质量陪伴课程对促进家长育儿能力提升方面可以有所作为。本研究为该课程在中国推广实施的可行性和有效性提供了初步的实证支持。

There is a close connection between parenting competencies and children's development outcomes. Positive parenting competencies not only affect the parent-child relationship, but also impact children's self-regulation, adaptability, and the psychological health of parents and family relationships. Positive parenting programs are considered the "gold standard" for preventing childhood emotional and behavioral problems and promoting children's holistic healthy development. While there are a few renowned programs and studies on positive parenting programs overseas, there are relatively few that are tailored to Chinese context, and even fewer were delivered by on-line service. This research aims to test the effectiveness of an online positive parenting program designed for the Chinese context in improving parenting competencies and figure out the mechenism. Solving this problem will not only help continuously upgrade online positive parenting programs and provide high-quality parenting support for parents, but also help improve parenting competencies and ultimately benefit children's growth and development. This study uses the theories of transformative learning and social learning as a therectical framework, summarizes the key elements of foreign positive parenting intervention programs, and tailors the program to the Chinese context by understanding the attitudes and needs of Chinese parents. At the same time, the study integrates online resources and remote learning elements into the course. The study uses a multiple-methods Randomized Controlled Trials to verify the effectiveness of the program on parents' self-efficacy (primary outcome), parenting attitudes, responsive behaviors, and parenting practices (secondary outcomes). The study selected 200 parents of children aged 2-6 years and randomly divided them into an experimental group (n=101) and a waitlist group (n=99). The experimental group parents received a 6-week, 12-session intervention, while the waitlist group did not receive any intervention during this period. The study used the Parenting Sense of Competence Scale (PSOC), Parent-Child Interaction Dyadic Consensus Scale, Strengths and Difficulties Questionnaire (SDQ), and Learning Experience and Effect Feedback Form to assess the outcomes before and after theintervention. The research found that the experimental group showed significant improvements in parent-reported self-efficacy (p<0.01) and researcher-assessed responsive behaviors (p<0.01) compared to the waitlist group. The changes in parenting attitudes and game and learning attitudes were above 4.5 (out of 5), except for the parenting methods dimension, which did not show significant changes. These results suggest that online positive parenting program could play a role in promoting the improvement of parenting competencies, providing preliminary empirical support for the feasibility and effectiveness of the positive parenting program in China.