Zhang Jia-Lin, Yao Meng-Meng, Wang Jing-Yu, Wang Xiu-Hong, Wang Cai, Zhang Yue, Li Yan-Wei, Chi Xia
Department of Child Healthcare, Women's Hospital of Nanjing Medical University/Nanjing Maternity and Child Health Care Hospital, Nanjing 210004, China.
School of Early-Childhood Education, Nanjing Xiaozhuang University, Nanjing 211171, China.
Zhongguo Dang Dai Er Ke Za Zhi. 2023 Nov 15;25(11):1180-1185. doi: 10.7499/j.issn.1008-8830.2303078.
To study the impact of the home literacy environment on children's emotional regulation skills and the mediating role of the parent-child relationship between them.
A stratified cluster sampling approach was employed to select 1 626 preschool children from five kindergartens in Nanjing. Questionnaires were used to collect detailed information on the home literacy environment, children's emotional regulation skills, and the parent-child relationship. A mediation model was established using the Process program in SPSS macro, and the significance of the mediation effect was tested using the Bootstrap method.
The findings revealed a positive correlation between the home literacy environment and children's emotional regulation skills (=0.217, <0.001), as well as parent-child intimacy (=0.065, <0.01). Conversely, a negative correlation was found between the home literacy environment and parent-child conflict (=-0.129, <0.001). Additionally, parent-child conflict demonstrated a negative correlation with children's emotional regulation skills (=-0.443, <0.001), while parent-child intimacy exhibited a positive correlation (=0.247, <0.001). The home literacy environment exerted a significant direct effect on children's emotional regulation skills (=0.162, <0.001), and the mediating effect of the parent-child relationship accounted for 25.54% of the total effect.
The home literacy environment significantly influences children's emotional regulation skills, with the parent-child relationship partially mediating this relationship.
探讨家庭读写环境对儿童情绪调节技能的影响以及亲子关系在二者之间的中介作用。
采用分层整群抽样方法，从南京五所幼儿园选取1626名学龄前儿童。通过问卷调查收集家庭读写环境、儿童情绪调节技能和亲子关系的详细信息。使用SPSS宏中的Process程序建立中介模型，并采用Bootstrap方法检验中介效应的显著性。
研究结果显示，家庭读写环境与儿童情绪调节技能之间呈正相关（=0.217，<0.001），与亲子亲密度也呈正相关（=0.065，<0.01）。相反，家庭读写环境与亲子冲突呈负相关（=-0.129，<0.001）。此外，亲子冲突与儿童情绪调节技能呈负相关（=-0.443，<0.001），而亲子亲密度与儿童情绪调节技能呈正相关（=0.247，<0.001）。家庭读写环境对儿童情绪调节技能有显著的直接效应（=0.162，<0.001），亲子关系的中介效应占总效应的25.54%。
家庭读写环境对儿童情绪调节技能有显著影响，亲子关系在其中起部分中介作用。
