Effects of parental empathy and emotion regulation on social competence and emotional/behavioral problems of school-age children
Effects of parental empathy and emotion regulation on social competence and emotional/behavioral problems of school-age children
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DOI：
10.1002/ped4.12197
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发表时间：
2020-06-01
影响因子：
2.2
通讯作者：
Wang, Yanyu
中科院分区：
文献类型：
--
作者：
Meng, Kun;Yuan, Yizhe;Wang, Yanyu
父母在亲子互动中处于主导地位，父母的情绪调节能力和移情能力可能与儿童的情绪/行为问题有关。本研究采用Achenbach儿童行为量表、情绪调节问卷、儿童社会能力量表、儿童社会能力量表和儿童社会能力量表，对274名8-11岁儿童的父母进行问卷调查，并对父母的情绪调节、儿童社会能力、儿童社会能力和儿童情绪行为问题进行分析，探讨父母的共情和情绪调节对儿童社会能力和儿童社会能力的影响。结果情绪/行为问题儿童（n = 37）的社会能力较对照组（n = 37）低。与对照组儿童家长相比，情绪/行为问题儿童家长的认知共情得分显著降低，主要表现为观点采择和网络模拟能力较低。中介作用分析表明，父母的认知移情通过儿童的社会能力间接影响儿童的情绪/行为问题。解释父母的移情可能对学龄儿童的社会能力产生微妙的影响，进而影响儿童情绪/行为问题的严重程度。
ImportanceParents take the lead in parent-child interactions and their emotion regulation ability and empathy during parenting may be associated with children's emotional/behavioral problems. However, the specific mechanisms underlying these associations remain unclear.ObjectiveThe present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school-age children.MethodsA questionnaire-based survey was conducted with 274 parents of 8-11-year-old children using Achenbach's Child Behavior Checklist, the Emotion Regulation Questionnaire, and the Questionnaire of Cognitive and Affective Empathy.ResultsChildren with emotional/behavioral problems (n = 37) had relatively lower social competence than children in a matched control group (n = 37). Compared with the parents of children in the control group, parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores, mainly manifested by low perspective-taking and online simulation abilities. Mediation analysis showed that parental cognitive empathy had an indirect effect on children's emotional/behavioral problems through children's social competence.InterpretationParental empathy may have a subtle influence on the social competence of school-aged children, which further affects the severity of children's emotional/behavioral problems.