Research On The Correlation Between Parent-child Relationship And Behavioral And Emotional Problems In Children Aged 3-12 Years

ObjectiveThis study explored the relationship between parent-child relationship,parenting stress,parenting effectiveness and behavioral and emotional problems in children aged 3-12 years.It provided theoretical basis and guidance for reducing and preventing children’s behavioral and emotional problems.It enriched the theoretical research on children’s behavioral and emotional problems from the perspective of family.Subjects and MethodsFour primary schools and five kindergartens were selected from all counties/districts in Huludao Ctity and Jinzhou City.The method of cluster sampling was adopted to select 2 classes from the lower grades(1-2),middle grades(3-4)and upper grades(5-6)in each primary school and 2 classes were selected from the small classes,middle classes and large classes in each kindergarten.All the children in the selected class were included in the study,and a total of 2009 valid questionnaires were collected.The Parent-Child Relationship Self-rating Scale(parent version),Parent-Child Relationship Scale(CPRS),Parenting Stress Index-Short Form(SPSI-F),The Parenting Sense Of Competence(PSOC),The Strengths and Difficulties Questionnaire(SDQ)were used to measure the parent-child relationship of school-age children,preschool children’s parent-child relationship,parents’ parenting stress,parenting effectiveness,and behavioral and emotional problems in children aged 3-12 years.The statistical methods used included reliability and validity test,descriptive analysis,t-test,one-way ANOVA,correlation analysis,hierarchical regression analysis,Bootstrap path analysis,and structural equation model(SEM)verification analysis.ResultsThe reliability and validity of the Parent-Child Relationship Self-rating Scale(parent version),the Parent-Child Relationship Scale(CPRS),the Parenting Stress Index(SPSI-F),the Parenting Competence Scale(PSOC),and the Strengths and Difficulties Scale(Parent version)(SDQ)were all good.The average score of behavioral and emotional problem in children aged3-12 years was(11.57±5.74),and 18.32% of the children had abnormal behavioral and emotional problem total score.The average score of behavioral and emotional problem total score of preschool children was(11.95±5.84),and19.42% of them had abnormal score of behavioral and emotional problem.The average score of behavioral and emotional problem of school-age children in this survey was(11.26±5.64),and 17.42% of them had abnormal total score of behavioral and emotional problem.The effects of gender(P<0.001),and parenting style(P<0.001)on behavioral and emotional problem of children aged3-12 years were statistically significant.The scores of parenting stress of preschool children were lower than those of school-age children(P=0.009).The score of parenting effectiveness of preschool children is higher than that of school-age children(P<0.001).The score of behavioral and emotional problem of preschool children was higher than that of school-age children(P=0.007).The single child or not had a statistically significant effect on behavioral and emotional problems of school-age children(P=0.030).Parent-child relationship was negatively correlated with behavioral and emotional problems(r=-0.446,P<0.001),and was negatively correlated with parenting stress(r=-0.320,P<0.001),and was positively correlated with parenting effectiveness(r=0.470,P<0.001);Parenting stress was positively correlated with behavioral and emotional problems(r=0.429,P<0.001),and was negatively correlated with parenting effectiveness(r=-0.507,P<0.001);Parenting effectiveness was negatively correlated with behavioral and emotional problems(r=-0.490,P<0.001).Parent-child relationship negatively predicted behavioral and emotional problems(β=-0.267,P<0.001);Parenting effectiveness negatively predicted behavioral and emotional problems(β=-0.260,P<0.001);Parenting stress positively predicted behavioral and emotional problems(β=0.168,P<0.001).Parenting stress had a partial mediating effect between parent-child relationship and behavioral and emotional problems[β=-0.104,bias-corrected95%CI:(-0.146,-0.067)].Parenting effectiveness had a partial mediating effect between parent-child relationship and behavioral and emotional problems[β=-0.178,bias-corrected 95%CI:(-0.216,-0.144)].Parenting stress and parenting effectiveness had a partial chain mediating effect between parent-child relationship and behavioral and emotional problems[β=-0.061,bias-corrected 95%CI:(-0.076,-0.048)].In SEM verification analysis,the total effect of parent-child relationship on behavioral and emotional problems in school-age children was-0.581,95%CI:(-0.650,-0.501),the direct effect was-0.455,95%CI:(-0.550,-0.356),the indirect effect was-0.126,95%CI:(-0.177,-0.085).The total effect of parent-child relationship on preschool children’s behavioral and emotional problems was-0.667,95%CI:(-0.715,-0.615),the direct effect was-0.604,95%CI:(-0.676,-0.529),the indirect effect was-0.063,95%CI:(-0.106,-0.020).Conclusions1.Gender,age and parenting style can affect behavioral and emotional problems of children aged 3-12.Single child or not can affect behavioral and emotional problems of school-age children.The negative predictive effect of parent-child relationship and parenting effectiveness on behavioral and emotional problems of children were verified.We also detected the positive predictive effect of parenting stress on behavioral and emotional problems of children.2.Parenting stress plays a partial mediating role in the relationship between parent-child relationship and behavioral and emotional problems in school-age children.Parenting effectiveness plays a partial mediating role in the relationship between parent-child relationship and behavioral and emotional problems in children aged 3-12.Parenting stress-parenting effectiveness plays a partial chain mediating role in the relationship between parent-child relationship and behavioral and emotional problems in children aged 3-12.