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Updated: Jun 1, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Relationship between parenting stress and behavioral and emotional problems in preschool children: A mediation effect
Zhi-Wei Fu1, Yue-Jing Li1, Ran Yu1
1Department of Children's Health, Shijiazhuang Maternity and Child Healthcare Hospital, Shijiazhuang 050000, Hebei Province, China.
Insights
Parental family upbringing significantly influences preschool children's behavioral and emotional problems by mediating parental stress. Positive parenting styles are associated with fewer child behavior issues, highlighting the need for parenting support.
Area of Science:
- Child Psychology
- Developmental Psychology
- Family Studies
Background:
- Preschool children commonly exhibit behavioral and emotional problems, including anxiety, irritability, and aggression.
- These issues necessitate clinical attention and research into contributing factors.
Purpose of the Study:
- To assess family rearing practices, parental stress, and preschooler behavioral/emotional problems.
- To analyze how family rearing mediates the relationship between parental stress and child behavioral/emotional issues.
Main Methods:
- A convenience sample of 258 preschool children and their parents participated.
- Data were collected via questionnaire surveys and analyzed using Pearson's correlation and structural equation modeling.
Main Results:
- Children's behavioral/emotional problems positively correlated with "hostile/mandatory" parenting and negatively with "support/participation" styles.
- Parental family upbringing demonstrated a 29.89% mediating effect between parental stress and child behavioral problems.
Conclusions:
- Family upbringing plays a crucial mediating role in the link between parental stress and children's behavioral/emotional challenges.
- Clinicians should offer evidence-based parenting guidance to support preschool children's mental health.
Background:
Emotional reactions, such as anxiety, irritability, and aggressive behavior, have attracted clinical attention as behavioral and emotional problems in preschool-age children.
Aim:
To investigate the current status of family rearing, parental stress, and behavioral and emotional problems of preschool children and to analyze the mediating effect of the current status of family rearing on parental stress and behavioral/emotional problems.
Methods:
We use convenience sampling to select 258 preschool children in the physical examination center of our hospital from October 2021 to September 2023. The children and their parents were evaluated using a questionnaire survey. Pearson's correlation was used to analyze the correlation between child behavioral and emotional problems and parental stress and family rearing, and the structural equation model was constructed to test the mediating effect.
Results:
The score for behavioral/emotional problems of 258 preschool children was (27.54 ± 3.63), the score for parental stress was (87.64 ± 11.34), and the score for parental family rearing was (31.54 ± 5.24). There was a positive correlation between the behavioral and emotional problems of the children and the "hostile/mandatory" parenting style; meanwhile, showed a negative correlation with the "support/ participation" parenting style (all P < 0.05). The intermediary effect value between the family upbringing of parents in parental stress and children's behavior problems was 29.89%.
Conclusion:
Parental family upbringing has a mediating effect between parental stress and behavioral and emotional problems of children. Despite paying attention to the behavioral and emotional problems of preschool-age children, clinical medical staff should provide correct and reasonable parenting advice to their parents to promote the mental health of preschool-age children.
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