The Challenge of Chinese Children’s Emotion Regulation: Child Number, Parental Emotion Regulation, and Its Relationship with Reactions to Children’s Negative Emotions

Abstract

In the context of China’s three-child policy, more and more families have been changing from a one-child family to a two-child or three-child family. Both changes of family structure and the increase in child number may bring new challenges to children’s social development, emotion regulation, and parent–child relationship. This study aims to deal with the comparison of children’s emotion regulation for families with different child numbers and its relationship with parental emotion regulation and parental reactions to children’s negative emotions. We examined children’s emotion regulation, parental emotion regulation, and parental reactions to children’s negative emotions through a questionnaire survey. A total of 7807 parents from Guangdong Province in China participated in this study. The results show that: (1) A significant difference exists in children’s emotion regulation for families with different child numbers. Both one-child and two-child families present significantly higher children’s emotion regulation than three-child families; (2) There is a significant difference in parental emotion regulation, and supportive and non-supportive reactions in these families. The more children in each family, the worse the parental emotion regulation, the less supportive the reaction, and the more non-supportive the reaction; (3) Parental emotion regulation exerts a significant positive impact on children’s emotion regulation, and both supportive and non-supportive reactions play the partial mediating role. The findings emphasize more potential risks for children’s emotion regulation with the increase in family’s child number and suggest that special attention should be paid to children’s and parental emotion regulation in three-child families.

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“…Emotion regulation refers to an individual's dynamic processing of the occurrence, experience, and expression of their emotions [49][50][51][52]. It plays a crucial role in how individuals process and respond to harmful stimuli, such as parental phubbing.…”

Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China

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