THE IMPACT OF PARENT-SCHOOL COMMUNICATION ON STUDENTS' SELF-EFFICACY: A CASE STUDY OF K PRIMARY SCHOOL IN KUNMING CITY, YUNNAN PROVINCE, CHINA

Abstract

This study, based on Bandura’s (1997) self-efficacy theory, focuses on the current state of parent-school communication, at K Primary School in Kunming, Yunnan Province. It explores the impact of communication frequency, methods, and content on students' academic self-efficacy. Using a stratified random sampling method, 323 elementary school students were selected from a total population of 1,667. Data were collected through a revised self-efficacy scale and analyzed using statistical software for descriptive statistics, correlation analysis, and regression analysis. The results indicate that the frequency, methods, and content of parent-school communication all have a significant positive impact on students' self-efficacy. This study provides empirical evidence for optimizing parent-school collaboration mechanisms and supporting students' psychological development.