High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents’ contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents’ contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r = .189). The associations were stronger for education-focused parenting self-efficacy (r = .183) than general parenting self-efficacy (r = .114) and were stronger still for home-based participation (r = .248) and parental expectations and aspirations (r = .248) than school-based participation (r = .124) and parent-teacher communication/relationship (r = .090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents’ contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed.

家庭和学校之间的高质量伙伴关系可以为儿童的发展、学习和福祉带来巨大的好处。数十年的研究表明，养育自我效能感是影响父母对有效的家校合作关系做出贡献的关键因素。然而，这种关联的强度在不同研究中存在显着差异，总体强度仍不清楚。本荟萃分析旨在调查育儿自我效能感与家长对家校伙伴关系的各个方面的贡献之间的关系，即以家庭为基础的参与、以学校为基础的参与、家校沟通和关系以及家长对家校关系的贡献。小学生家长的期望和愿望。还检验了调节效应。通过系统地搜索 6 个数据库和筛选论文，我们纳入了 50 项独立研究，涉及 185 个效应量（ N = 20,043 名儿童）。结果显示，养育自我效能感与家校合作成果的多维结构之间存在小到中等的相关性（ r = .189）。以教育为中心的养育自我效能 ( r = .183) 的关联比一般养育自我效能 ( r = .114) 的关联更强，并且与家庭参与 ( r = .248) 以及父母的期望和愿望的关联更强( r = .248) 高于校本参与 ( r = .124) 和家长与教师的沟通/关系 ( r = .090)。我们发现儿童性别、父母性别、种族、样本类型（一般或有针对性）以及社会经济地位和出版偏见的调节作用有限。 总体而言，这项荟萃分析提供了证据，支持养育自我效能与家长对家校合作关系强度的贡献之间的正相关关系。讨论了对未来研究的影响和建议。