He Hai-Yan, Yu Min, Ning Man, Cui Xiao-Chen, Jia Li-Yuan, Li Ruo-Yu, Wan Yu-Hui
Department of Maternal, Child & Adolescent Health, School of Public Health, Anhui Medical University/MOE Key Laboratory of Population Health Across Life Cycle/Anhui Provincial Key Laboratory of Population Health & Aristogenics, Hefei 230032, China.
Zhongguo Dang Dai Er Ke Za Zhi. 2023 Apr 15;25(4):394-400. doi: 10.7499/j.issn.1008-8830.2210053.
To study the moderating effect of mother-child relationship in the association between maternal parenting stress and emotional and behavioral problems in preschool children, and to provide reference for the prevention and control of emotional and behavioral problems in preschool children.
Using a stratified cluster sampling method, 2 049 preschool children were surveyed from November to December 2021, who sampled from 12 kindergartens in Wuhu City, Anhui Province. The emotional and behavioral problems of preschool children were assessed with the Strength and Difficulties Questionnaire. Pearson correlation analysis was used to evaluate the relationship of maternal parenting stress and mother-child relationship with children's emotional and behavioral problems. The PROCESS Macro was used to analyze the moderating effect of conflicted and dependent mother-child relationships in the association between maternal parenting stress and emotional and behavioral problems in these preschool children.
Among these preschool children, maternal parenting stress was positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (<0.001); intimate mother-child relationships were negatively correlated with the scores of conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (<0.001); conflicted and dependent mother-child relationships were positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (<0.001). After controlling for relevant confounding factors, conflicted mother-child relationship (=0.05, =0.001) and dependent mother-child relationship (=0.04, =0.012) were found to have a moderating effect on the association between maternal parenting stress and total difficulty scores in these preschool children.
Negative mother-child relationships play a moderating role in the association between maternal parenting stress and emotional and behavioral problems in preschool children. Prevention of emotional and behavioral problems in preschool children should focus on reducing maternal parenting stress and improving negative mother-child relationships.
探讨母子关系在母亲育儿压力与学龄前儿童情绪和行为问题之间的关联中所起的调节作用，为预防和控制学龄前儿童情绪和行为问题提供参考。
采用分层整群抽样方法，于2021年11月至12月对安徽省芜湖市12所幼儿园的2049名学龄前儿童进行调查。采用长处与困难问卷评估学龄前儿童的情绪和行为问题。采用Pearson相关分析评估母亲育儿压力和母子关系与儿童情绪和行为问题的关系。使用PROCESS宏分析冲突型和依赖型母子关系在母亲育儿压力与这些学龄前儿童情绪和行为问题之间的关联中所起的调节作用。
在这些学龄前儿童中，母亲育儿压力与情绪症状、品行问题、多动及同伴问题分量表得分和总困难得分呈正相关（<0.001）；亲密的母子关系与品行问题、多动及同伴问题分量表得分和总困难得分呈负相关（<0.001）；冲突型和依赖型母子关系与情绪症状、品行问题、多动及同伴问题分量表得分和总困难得分呈正相关（<0.001）。在控制相关混杂因素后，发现冲突型母子关系（β = 0.05，P = 0.001）和依赖型母子关系（β = 0.04，P = 0.012）在母亲育儿压力与这些学龄前儿童总困难得分之间的关联中起调节作用。
消极的母子关系在母亲育儿压力与学龄前儿童情绪和行为问题之间的关联中起调节作用。预防学龄前儿童情绪和行为问题应着重于减轻母亲育儿压力和改善消极的母子关系。
