The questionnaire examined knowledge anb beliefs on a particular topic that was covered in the lecture and parents answered the questions on a 5 point Likert scale (1- I do not agree at all to 5- I completely agree.)

Each lecture contained 3 to 6 questions relevant to the lecture’s topic. The statistical significance of the difference in the knowledge/beliefs of parents/listeners before and after the lectute was checked with a T- test for dependent samples, while the size of the effect was measured by Cohen's d. From the results of the comparison of the knowledge and beliefs that the participants of an individual Growing up Together mini-lecture had before and after listening to it, a statistically significant change was found in 40 out of a total of 44 statements, while the effect size for 23 statements was greater than 0.4. These results indicated that (on average) parents acquired new knowledge about every single topic covered through the lectures, which was reflected in their beliefs and attitudes. Since beliefs and attitudes are important determinants of behavior, it is expected that the mentioned changes in parental cognitions will be reflected in their interaction with children.

The questionnaire also examined parental satisfaction with certain aspects of the lecture - its clarity, interest, applicability and novelty of the topic itself. Participants could place their answers on a 5 point Likert scale (1 – not at all to 5 – absolutely yes). From the listeners feedback, we can conclude that, although the participants were partially familiar with the topics, what they heard at the lectures was clear and interesting to them, and they will be able to apply what they learned in practice.

The satisfaction of the participants was also reflected in their answers to the question "Would you recommend today's lecture to other parents?". The listeners answered affirmatively for almost all lectures in 100% ratio, which points to the conclusion that they are satisfied with the lectures themselves, as well as their benefits, and think that lectures would be useful to others as well.

The questionnaire examined from which role participants were listening to the lectures - parental (mother/father) or professional (expert, extended family member, etc.). The responses indicate that the majority of listeners were mothers (75% and more), while fathers were significantly less represented, although their number changed depending on the topic of the lecture (from 4.5% for “Children's learning” to 20.4% for the topic “Children and media”). The number of other participants also varied depending on the topic of the lecture, from 0% for "Language of Love" to 20.5% for “Learning in young children”. From the above, we can conclude that our participants were mostly mothers and that it is necessary to come up with ways to attract a larger part of the male audience in future lectures.