The Influence Of Parents' Personality On Emotional And Behavioral Problems Of Preschool Childre

About 30 million Chinese children under the age of 17 suffer from various emotional disorders and behavioral problems,according to data released by the National Health Commission in 2018.Emotional and behavioral problems(EBPs)are a common mental health problem in preschool children,which have a negative impact on the physical and mental health and long–term social development of preschool children,and may even lead to mental disorders in later life.In particular,the abnormal detection rate of emotional and behavioral problems in preschool children has been on the rise in recent years,suggesting that this problem cannot be ignored.Family is the core life area of preschool children,and parents are the first teachers of preschool children.Parents’personality,psychological status,and marital relationship are closely related to the emotional and behavioral development of preschool children.This study mainly focuses on the EBPs of preschool children.Firstly,we described the current situation of EBPs,as well as explored the prominent and central problems of the EBPs of preschool children by using network analysis.Secondly,guided by Belsky’s process of parenting model,we incorporated family factors such as parents’Big Five personalities,parenting stress,and marital intimacy,and established a risk assessment model to evaluate the risk factors and protective factors of emotional and behavioral problems.Then,based on Bandula’s social learning theory,the direct effect of parents’Big Five personality on preschool children’s EBPs was tested.Next,based on the family stress theory,we explore the mediating effect of parenting stress on the parental Big Five personality and the EBPs of preschool children,as well as explored the moderating effect of the marital intimacy of parents.Finally,according to the results of the study,some educational suggestions are put forward to improve the emotional and behavioral development of preschool children.We cluster selected five kindergartens in Guangdong Province,and conducted an online questionnaire survey on 1220 children and their parents.The questionnaires included the General Information questionnaire,the Chinese Big Five Personality Inventory,the Strengths and Difficulties Questionnaire,the Parenting Stress Index–Short Form,and the Personal Assessment of Intimacy in Relationships.SPSS,Mplus and R software were used to process the data by descriptive statistics,χ~2 test,independent sample t test,variance analysis,Logistic regression analysis,correlation analysis,network analysis,mediating effect test and moderating effect test.The results show that:(1)Peer relationship had the highest abnormal detection rate,followed by prosocial behavior.The abnormal detection rate of boys in total difficulty score,conduct problems,peer relationship and prosocial behavior was significantly higher than that of girls.The abnormal detection rate of prosocial behavior in older children was significantly lower than that in younger children.Hyperactivity–inattention lie at the center of the network structure of EBPs.(2)Mother,agreeableness,conscientiousness,openness,marital intimacy,and girls were the protective factors for EBPs.(3)There were significant pairwise correlations among the Big Five personalities,parenting stress,marital intimacy,EBPs,and parenting stress was at the center of the network structure of all dimensions of the variables.(4)Parenting stress plays a mediating role in Big Five personality and children’s EBPs.(5)Marital intimacy plays a moderating role between agreeableness(conscientiousness)and parenting stress.Based on the findings,the following educational recommendations are made:(1)We should pay more attention to the EBPs of preschool children and improve the awareness of scientific parenting.(2)Parents develop positive personality and set a personality model for the emotional and behavioral development of preschool children.(3)Reduce the parenting stress to reduce the abnormal risk of EBPs in preschool children.(4)To improve the intimate relationship in order to promote the healthy development of preschool children’s emotions and behaviors.