Parental Roles and Communication Perceptions in Chinese WeChat Class Groups: Latent Class and Correspondence Analyses

Gang DOU^*Siyuan CHEN

• Yunnan University, Kunming, China

This study investigates parents' perceptions of communication behaviors in WeChat class groups and how these perceptions are closely related to their attitudes toward educational responsibility allocation in Chinese primary education. A total of 1,286 parents participated in the study. Using latent class analysis, four distinct communication perception profiles were identified: Active, Negative, Detached, and Passive. These profiles reflect varying levels of engagement and perceived communicative value. Correspondence analysis was employed to explore the relationship between these profiles and parents' attitudes toward responsibility allocation, which include school-dominant, parent-led, parent-school cooperation, and parental coordination. Findings suggest that digital communication behaviors are closely linked to underlying beliefs about responsibility, with trust and role construction playing important roles in fostering effective collaboration. The study highlights the need for differentiated communication strategies that take into account varying parental attitudes and perceptions of school-family roles. Additionally, the findings emphasize the importance of fostering trust between parents and schools, particularly in digital communication settings. This study provides valuable insights into how digital tools can either enhance or hinder parent-school cooperation and offers practical implications for improving communication strategies within educational contexts.