Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children

Lin, X. Y.; Zhang, Yifan; Liao, Yutong; Xie, Wanlin

doi:10.3389/fpsyg.2023.1029408

Cited by 6 publications

(3 citation statements)

References 83 publications

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“…Contemporary young Chinese parents are veering toward promoting children’s independence, challenging the traditional norm of grandparents’ indulgence. This change has led to a decline in overly permissive parenting practices ( Scharff, 2022 ; Lin et al, 2023 ; Guo J. et al, 2023 ). Research by Wu (1996) suggests that Chinese parents frequently resort to reprimands to guide their children’s behavior, particularly in academic realms, reflecting an authoritarian approach ( Kriger and Kroes, 1972 ; Lin and Fu, 1990 ).…”

Section: Introductionmentioning

confidence: 99%

Parenting style and children emotion management skills among Chinese children aged 3–6: the chain mediation effect of self-control and peer interactions

Li,

Zhu

2023

Front. Psychol.

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Drawing on ecosystem theory, which is based on the interaction of family environment, individual characteristics, and social adaptation, this study aimed to examine the effects of parenting style on emotion management skills and the mediating roles of self-control and peer interactions among Chinese children aged 3–6 years. Some studies have investigated the relationship between parenting style and emotion management skills. However, research on the underlying mechanisms is still deficient. A sample of 2,303 Chinese children completed the PSDQ-Short Version, the Self-Control Teacher Rating Questionnaire, the Peer Interaction Skills Scale, and the Emotion Management Skills Questionnaire. The results show that: (1) Authoritarian parenting style negatively predicted children’s emotion management skills, self-control, and peer interactions; (2) Authoritative parenting style positively predicted children’s emotion management skills, self-control, and peer interactions; (3) Structural equation models indicated that self-control and peer interactions partially mediated the effects of authoritarian and authoritative parenting styles. The parenting style of Chinese children aged 3–6 years is related to emotion management skills, and self-control and peer interactions have chain mediating effects between parenting style and children’s emotion management skills. These results provide further guidance for the prevention and intervention of emotional and mental health problems in children.

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Section: Introductionmentioning

confidence: 99%

Parenting style and children emotion management skills among Chinese children aged 3–6: the chain mediation effect of self-control and peer interactions

Li,

Zhu

2023

Front. Psychol.

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“…Finally, parents with low SES tend to lack knowledge and concepts about parenting skills. A previous study among Chinese parents showed that SES was positively related to authoritative parenting (rational and issue-oriented) and negatively related to authoritarian parenting (controlling and punitive) [31]. We also found parents of migrant children had more negative parenting styles (e.g., over-protection, over-interference, favoritism, rejection, and punishment) and less positive parenting styles (e.g., emotional warmth, self-con dence, acceptance, and understanding).…”

Section: Discussionmentioning

confidence: 93%

Parental rearing skills of rural-to-urban migrants mediate the negative effects of their mental health problems on their children

Wu,

Zhu,

Tan

et al. 2023

Preprint

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Background Rural-to-urban migration has negative impacts on the mental health of both parents and children. Whether the mental health problems of migrant children are impacted by the mental health problems of their parents has rarely been studied. Methods We investigated 1274 parents and 1001 children aged 9–13 from two primary schools in Hangzhou, one for local children and one for rural-to-urban migrant children in a cross-sectional survey in 2022. Structural equation modeling (SEM) was used to test the hypothesis that parents’ rearing skills could mediate the negative effect of parents’ mental health problems on their children. Results The migrant groups, including children, fathers, and mothers, all had higher levels of mental health problems than their urban local counterparts. The difference in the mental health of children can be largely extinguished by socioeconomic status of the family. When mothers had anxiety, children had a higher level of self-blaming tendency (qFDR =0.009) and sensitive tendency (qFDR =0.009). Parental mental health had significant impacts on their rearing skills, with more effects on self-reported than children-reported. Parents’ rearing skills were associated with the mental health of their children, with a stronger association observed for children-reported rearing styles and among urban children. In SEM, emotional warmth and self-confidence were negatively associated with both mothers’ anxiety and children’s anxiety tendency. In contrast, overprotection/over-interference was positively associated. Conclusion More action should be taken to improve the mental health of migrant children. Our findings suggest that a key strategy is to reduce migrant mothers' anxiety symptoms and improve their parenting skills.

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“…However, persistent disparities in access to educational resources persist in urban and rural areas, across different regions, and social class divisions continue to impede the pursuit of educational equity [46]. Studies illustrated that SES has remained a crucial factor influencing educational equality since China's economic reforms and global integration, and this influence persists despite the increased enrolment in schools [15,47].…”

Section: Context Of the Studymentioning

confidence: 99%

Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education

Gui,

Alam,

Hassan

2024

Sustainability

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Following the fourth objective of the United Nations’ Sustainable Development Goals (SDGs), education disparities are one of the most serious issues holding back national development. Despite efforts being made to tackle this discrepancy, it has long been a source of concern for many communities. It is important to note that residential colleges (RCs) have evolved and contributed to higher education for several decades now, aiming to provide an equal and inclusive living and learning environment. Having said that, while disparity is still one of the most challenging issues in this system, it has not been fully examined. Using stratified random sampling on RC students’ data from undergraduate universities piloting RC programs up to 2018 in different parts of China, this study examines the effects of socioeconomic status (SES) on RC access. The study further explores the difference in academic achievement among RC students from diverse SES backgrounds and comprehensively analyzes the impact of RC on sustainable education. The study finds that disparities exist in accessing RC for individuals from varied SES backgrounds. However, RC mitigates the influence of SES on academic achievement to curtail these differences. The findings imply that ensuring access to RC for individuals from underprivileged SES backgrounds should be prioritized to address education-disparity-related challenges.

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Socioeconomic status and problem behaviors in young Chinese children: A moderated mediation model of parenting styles and only children

Cited by 6 publications

References 83 publications

Parenting style and children emotion management skills among Chinese children aged 3–6: the chain mediation effect of self-control and peer interactions

Parenting style and children emotion management skills among Chinese children aged 3–6: the chain mediation effect of self-control and peer interactions

Parental rearing skills of rural-to-urban migrants mediate the negative effects of their mental health problems on their children

Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education

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