Relationship between home literacy environment and emotional regulation in children: the mediating effect of the parent-child relationship

ZHANG Jia-Lin; YAO Meng-Meng; WANG Jing-Yu; WANG Xiu-Hong; WANG Cai; ZHANG Yue; LI Yan-Wei; CHI Xia

doi:10.7499/j.issn.1008-8830.2303078

PDF(642 KB)

Chinese Journal of Contemporary Pediatrics ›› 2023, Vol. 25 ›› Issue (11) : 1180-1185. DOI: 10.7499/j.issn.1008-8830.2303078

CLINICAL RESEARCH

Relationship between home literacy environment and emotional regulation in children: the mediating effect of the parent-child relationship

ZHANG Jia-Lin^1,2, YAO Meng-Meng¹, WANG Jing-Yu^1,3, WANG Xiu-Hong^1,3, WANG Cai^1,3, ZHANG Yue^1,3, LI Yan-Wei⁴, CHI Xia¹

Author information +

History +

Abstract

Objective To study the impact of the home literacy environment on children's emotional regulation skills and the mediating role of the parent-child relationship between them. Methods A stratified cluster sampling approach was employed to select 1 626 preschool children from five kindergartens in Nanjing. Questionnaires were used to collect detailed information on the home literacy environment, children's emotional regulation skills, and the parent-child relationship. A mediation model was established using the Process program in SPSS macro, and the significance of the mediation effect was tested using the Bootstrap method. Results The findings revealed a positive correlation between the home literacy environment and children's emotional regulation skills (r=0.217, P<0.001), as well as parent-child intimacy (r=0.065, P<0.01). Conversely, a negative correlation was found between the home literacy environment and parent-child conflict (r=-0.129, P<0.001). Additionally, parent-child conflict demonstrated a negative correlation with children's emotional regulation skills (r=-0.443, P<0.001), while parent-child intimacy exhibited a positive correlation (r=0.247, P<0.001). The home literacy environment exerted a significant direct effect on children's emotional regulation skills (β=0.162, P<0.001), and the mediating effect of the parent-child relationship accounted for 25.54% of the total effect. Conclusions The home literacy environment significantly influences children's emotional regulation skills, with the parent-child relationship partially mediating this relationship.

Key words

Home literacy environment / Emotional regulation / Parent-child relationship / Mediating effect / Preschool child

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

ZHANG Jia-Lin, YAO Meng-Meng, WANG Jing-Yu, WANG Xiu-Hong, WANG Cai, ZHANG Yue, LI Yan-Wei, CHI Xia. Relationship between home literacy environment and emotional regulation in children: the mediating effect of the parent-child relationship[J]. Chinese Journal of Contemporary Pediatrics. 2023, 25(11): 1180-1185 https://doi.org/10.7499/j.issn.1008-8830.2303078

References

1 Gross JJ. The emerging field of emotion regulation: an integrative review[J]. Rev Gen Psychol, 1998, 2(3): 271-299. DOI: 10.1037/1089-2680.2.3.271.
2 Thompson RA. Emotion dysregulation: a theme in search of definition[J]. Dev Psychopathol, 2019, 31(3): 805-815. PMID: 31030684. DOI: 10.1017/S0954579419000282.
3 Cooke JE, Kochendorfer LB, Stuart-Parrigon KL, et al. Parent-child attachment and children's experience and regulation of emotion: a meta-analytic review[J]. Emotion, 2019, 19(6): 1103-1126. PMID: 30234329. DOI: 10.1037/emo0000504.
4 苏林雁. 儿童情绪早期社会化发展[J]. 中国儿童保健杂志, 2019, 27(9): 929-931. DOI: 10.11852/zgetbjzz2019-0177.
5 Hajal NJ, Paley B. Parental emotion and emotion regulation: a critical target of study for research and intervention to promote child emotion socialization[J]. Dev Psychol, 2020, 56(3): 403-417. PMID: 32077713. DOI: 10.1037/dev0000864.
6 Tan L, Smith CL. Intergenerational transmission of maternal emotion regulation to child emotion regulation: moderated mediation of maternal positive and negative emotions[J]. Emotion, 2019, 19(7): 1284-1291. PMID: 30234331. DOI: 10.1037/emo0000523.
7 刘启刚, 周立秋, 乔明明. 情绪调节的影响因素研究述评[J]. 心理技术与应用, 2015, 3(2): 3-9. DOI: 10.3969/j.issn.2095-5588.2015.02.001.
8 Hutton JS, Dudley J, Horowitz‐Kraus T, et al. Associations between home literacy environment, brain white matter integrity and cognitive abilities in preschool-age children[J]. Acta Paediatr, 2020, 109(7): 1376-1386. PMID: 31854046. PMCID: PMC7318131. DOI: 10.1111/apa.15124.
9 Foster MA, Lambert R, Abbott-Shim M, et al. A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes[J]. Early Child Res Q, 2005, 20(1): 13-36. DOI: 10.1016/j.ecresq.2005.01.006.
10 Mendelsohn AL, Cates CB, Weisleder A, et al. Reading aloud, play, and social-emotional development[J]. Pediatrics, 2018, 141(5): e20173393. PMID: 29632254. PMCID: PMC5914489. DOI: 10.1542/peds.2017-3393.
11 陆芳, 陈国鹏. 幼儿情绪调节策略与气质的相关研究[J]. 心理科学, 2009, 32(2): 417-419. DOI: 10.16719/j.cnki.1671-6981.2009.02.045.
12 张筱彤. 隔代教养对儿童情绪调控影响研究综述[J]. 西部素质教育, 2015, 1(17): 115-116. DOI: 10.16681/j.cnki.wcqe.2015.17.103.
13 唐雪, 王玲玲, 武伟, 等. 不同亲子分离模式与学龄前儿童情绪调节策略的关联性[J]. 中国学校卫生, 2019, 40(2): 232-235. DOI: 10.16835/j.cnki.1000-9817.2019.02.020.
14 赵振国, 刘文博. 家庭嘈杂度对4～6岁留守和流动儿童情绪调节策略的影响[J]. 学前教育研究, 2020(10): 30-42. DOI: 10.13861/j.cnki.sece.2020.10.003.
15 Kerr KL, Ratliff EL, Cosgrove KT, et al. Parental influences on neural mechanisms underlying emotion regulation[J]. Trends Neurosci Educ, 2019, 16: 100118. PMID: 31540673. PMCID: PMC6756171. DOI: 10.1016/j.tine.2019.100118.
16 高游, 程秀兰. 亲子关系与儿童情绪调节策略的关系研究[J]. 幼儿教育·教育科学, 2017(Z6): 78-82.
17 Kerns KA, Abraham MM, Schlegelmilch A, et al. Mother-child attachment in later middle childhood: assessment approaches and associations with mood and emotion regulation[J]. Attach Hum Dev, 2007, 9(1): 33-53. PMID: 17364481. DOI: 10.1080/14616730601151441.
18 Jimenez ME, Mendelsohn AL, Lin Y, et al. Early shared reading is associated with less harsh parenting[J]. J Dev Behav Pediatr, 2019, 40(7): 530-537. PMID: 31107765. PMCID: PMC6731138. DOI: 10.1097/DBP.0000000000000687.
19 韩孟姚. 大、中、小班幼儿句法意识发展与家庭阅读环境的相关研究[D]. 天津: 天津师范大学, 2019.
20 李茜. 大、中、小班幼儿语素意识发展与家庭阅读环境的相关研究[D]. 天津: 天津师范大学, 2019.
21 尹蓓. 大、中、小班幼儿语音意识发展与家庭阅读环境的相关研究[D]. 天津: 天津师范大学, 2019.
22 朱青. 大中小班幼儿正字法意识的发展与家庭阅读环境的相关研究[D]. 天津: 天津师范大学, 2019.
23 黎燕斌, 侯香凝, 蔺秀云, 等. 父母情绪调节困难对流动儿童对立违抗症状的影响: 亲子冲突解决方式和儿童情绪调节的作用[J]. 心理发展与教育, 2016, 32(2): 214-225. DOI: 10.16187/j.cnki.issn1001-4918.2016.02.11.
24 Shields A, Cicchetti D. Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale[J]. Dev Psychol, 1997, 33(6): 906-916. PMID: 9383613. DOI: 10.1037//0012-1649.33.6.906.
25 Pianta RC, Harbers KL. Observing mother and child behavior in a problem-solving situation at school entry: relations with academic achievement[J]. J Sch Psychol, 1996, 34(3): 307-322. DOI: 10.1016/0022-4405(96)00017-9.
26 Zhang X, Chen H. Reciprocal influences between parents' perceptions of mother-child and father-child relationships: a short-term longitudinal study in Chinese preschoolers[J]. J Genet Psychol, 2010, 171(1): 22-34. PMID: 20333893. DOI: 10.1080/00221320903300387.
27 温忠麟, 张雷, 侯杰泰, 等. 中介效应检验程序及其应用[J]. 心理学报, 2004, 36(5): 614-620.
28 董文, 桑标, 邓欣媚. 影响儿童情绪自我调节的因素[J]. 心理科学, 2009, 32(2): 304-307. DOI: 10.16719/j.cnki.1671-6981.2009.02.016.
29 姚端维, 陈英和, 赵延芹. 3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究[J]. 心理发展与教育, 2004, 20(2): 12-16. DOI: 10.3969/j.issn.1001-4918.2004.02.003.
30 Murray L, Jennings S, Mortimer A, et al. The impact of early-years provision in children's centres (EPICC) on child cognitive and socio-emotional development: study protocol for a randomised controlled trial[J]. Trials, 2018, 19(1): 450. PMID: 30134990. PMCID: PMC6103971. DOI: 10.1186/s13063-018-2700-x.
31 Melhuish E, Belsky J, Leyland AH, et al. Effects of fully-established sure start local programmes on 3-year-old children and their families living in England: a quasi-experimental observational study[J]. Lancet, 2008, 372(9650): 1641-1647. PMID: 18994661. DOI: 10.1016/S0140-6736(08)61687-6.
32 Horton AL, Russell BS, Tambling RR, et al. Predictors of children's emotion regulation outcomes during COVID-19: role of conflict within the family[J]. Fam Relat, 2022, 71(4): 1339-1353. PMID: 35942050. PMCID: PMC9350158. DOI: 10.1111/fare.12717.
33 梁宗保, 吴安莲, 张光珍. 父母消极养育方式与学前儿童社会适应问题的关系: 亲子冲突的中介作用[J]. 学前教育研究, 2022(3): 43-52. DOI: 10.3969/j.issn.1007-8169.2022.03.005.
34 刘航, 刘秀丽, 郭莹莹. 家庭环境对儿童情绪调节的影响: 因素、机制与启示[J]. 东北师大学报(哲学社会科学版), 2019(3): 148-155. DOI: 10.16164/j.cnki.22-1062/c.2019.03.021.
35 黄鹤, 王小英. 家庭社会经济地位与流动学前儿童问题行为:家庭弹性与亲子关系的链式中介[J]. 心理科学. 2022, 45(2): 315-322. DOI: 10.16719/j.cnki.1671-6981.20220207.
36 Yu L, Renzaho AMN, SHI L, et al. The effects of family financial stress and primary caregivers' levels of acculturation on children's emotional and behavioral problems among humanitarian refugees in Australia [J]. Int J Environ Res Public Health, 2020, 17(8): 2716. PMID: 32326523. PMCID: PMC7215682. DOI: 10.3390/ijerph17082716.
37 王玉龙, 姚治红, 姜金伟. 农村留守儿童亲子依恋与情绪调节能力的关系: 留守时间的调节作用[J]. 中国临床心理学杂志. 2016, 24(3): 550-553. DOI: 10.16128/j.cnki.1005-3611.2016.03.038.