Evaluation of the “Positive Parent”, a Spanish web-based program to promote positive parenting in a Personal Learning Environment

  1. Arminda Suárez Perdomo 1
  2. Sonia Byrne 1
  3. María José Rodrigo López 1
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2022

Issue Title: 1 de abril de 2022

Volume: 20

Issue: 56

Pages: 177-200

Type: Article

More publications in: Electronic journal of research in educational psychology


Cited by

  • Dialnet Métricas Cited by: 1 (04-12-2023)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.229
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 1017/1438
  • Area: Developmental and Educational Psychology Quartile: Q4 Rank in area: 282/349

Índice Dialnet de Revistas

  • Year 2022
  • Journal Impact: 0.940
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 47/232
  • Field: PSICOLOGÍA Quartile: C2 Rank in field: 31/109


  • Social Sciences: C

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 1.1
  • Area: Education Percentile: 32
  • Area: Developmental and Educational Psychology Percentile: 19

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 0.17
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q4 Rank in area: 69/73


Introduction. The increasing use of online parenting resources offers the opportunity to improve the parenting role through Personal Learning Environments (PLEs). However, there is no evidence concerning the effectiveness of the learning process that takes place in a PLE space. Method. We evaluated the “Positive Parent” program through the self-assignment of: (a) 143 Spanish-speaking parents to the program modules, following a fixed learning itinerary based on the experiential methodology (Program Group), and (b) 139 parents to complementary multimedia material, following a self-guided, flexible learning itinerary (Visitor Group). For the first goal, both groups were automatically monitored for their pre-posttest completion of the Positive Parenting Scale, resulting in significant improvements in Family involvement, Affection and recognition for the child, Family communication and stress management, and Shared activities in the Program Group only. For the second goal, the Program Group was automatically monitored for Connection time, Connection duration, and Program duration, as well as level of engagement in Forum participation, Diary use, and Making a commitment. Results. Latent Profile Analysis (LPA) was used to identify patterns of pre-post changes in positive parenting, showing moderate to high improvements in three out of four profiles, that is, for 87.4% of the parents. There was a significant relation between the participants’ decisions in the PLE space and profile membership, with higher engagement in forums, diary use, and making a commitment linked with greater improvements in positive parenting. Discussion and Conclusion. Given the use of spontaneous enrolment and self-assignment of participants to the program and visitor conditions, we cannot rule out the possibility that individual differences in unknown factors (i.e., motivation) may have affected the results for program effectiveness. However, we provide evidence that the significant improvements in all dimensions of positive parenting were limited to the Program Group, as indicated by the significant group x time interactions, despite the Visitor Group’s exposure to equivalent multimedia materials. For the first time, this evaluation reveals some of the relevant implementation conditions related to the effectiveness of PLEs in non-academic settings. The Positive Parent program provides Spanish-speaking parents with an innovative and successful learning experience to enhance positive parenting that may ultimately promote positive child development and family wellbeing.

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