The causal affect of responsive parenting behaviour on tutorial readiness: a protocol for a scientific overview and meta-analysis of randomized managed trials

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Syst Rev. July 20, 2021; 10 (1): 207. doi: 10.1186 / s13643-021-01757-8.


BACKGROUND: Children’s academic readiness has important implications for later achievement and psychosocial functioning. A growing number of studies are using randomized controlled trials (RCTs) to investigate whether responsive parental interventions lead to positive increases in children’s academic willingness. A synthesis of the existing literature is necessary in order to precisely assess the causal influence of responsive parenting on academic readiness and to examine moderators who can increase or weaken this effect. The main objective of this study will be to conduct a systematic review and meta-analysis of RCTs assessing the use of responsive parenting interventions to achieve academic readiness: problem solving / reasoning, language proficiency, executive functions and pre-academic skills (e.g. numeracy / reading ).

METHODS: Studies that took place in early childhood (<6 years at the start of the study), targeted responsive parenting behavior based on an RCT (with control group, waiting list or treatment as usual as a comparison) and included a result assessment of academic readiness is checked for suitability. Children and / or parents with special needs and / or disabilities are excluded. The primary endpoint is the effect of responsive parental interventions on school readiness. Secondary endpoints include content-related and methodological moderators and parent-mediated effects on the endpoints. We search the MEDLINE, PsycINFO, ERIC and ProQuest Dissertations & Theses Global databases from the start and also do a backward / forward search for suitable studies. Both published and unpublished works are taken into account. Screening, full-text evaluations and data extraction are carried out by two independent reviewers. The risk of bias is assessed with the CLARITY tool for RCTs. Effect sizes are calculated on the basis of standardized differences between test and control groups at study level and entered into random effect models in order to obtain a pooled effect (meta-analysis). Moderation is examined using Q statistics and meta-regression to examine sources of variation in effect sizes between studies. A pooled path model of mediation is used to study parent-mediated effects.

DISCUSSION: The results will shed light on the causal relationships between responsive parenting and academic readiness, with implications for developmental science. The results will also serve as a basis for policy and practice decision-making to support early childhood development and reduce social inequalities among children before school entry.


PMID: 34284810 | DOI: 10.1186 / s13643-021-01757-8


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