Objectives: 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.
Methods: 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.
Results: The findings revealed a positive correlation between the home literacy environment and children's emotional regulation skills (r=0.217, P<0.001), as well as parent-child intimacy (r=0.065, P<0.01). Conversely, a negative correlation was found between the home literacy environment and parent-child conflict (r=-0.129, P<0.001). Additionally, parent-child conflict demonstrated a negative correlation with children's emotional regulation skills (r=-0.443, P<0.001), while parent-child intimacy exhibited a positive correlation (r=0.247, P<0.001). The home literacy environment exerted a significant direct effect on children's emotional regulation skills (β=0.162, P<0.001), and the mediating effect of the parent-child relationship accounted for 25.54% of the total effect.
Conclusions: The home literacy environment significantly influences children's emotional regulation skills, with the parent-child relationship partially mediating this relationship.
目的: 研究家庭阅读环境对儿童情绪调节能力的影响及亲子关系在二者间的中介作用。方法: 通过分层整群抽样法抽取南京市5所幼儿园学龄前儿童1 626名，通过问卷调查收集家庭阅读环境、儿童情绪调节、亲子关系等信息，使用SPSS宏中的Process程序建立中介作用模型，采用Bootstrap法检验中介效应的显著性。结果: 家庭阅读环境与儿童情绪调节能力（r=0.217，P<0.001）和亲子亲密性（r=0.065，P<0.01）呈正相关，与亲子冲突性呈负相关（r=-0.129，P<0.001）；亲子冲突性与儿童情绪调节能力呈负相关（r=-0.443，P<0.001），亲子亲密性与情绪调节能力呈正相关（r=0.247，P<0.001）。家庭阅读环境对儿童情绪调节有显著的直接效应（β=0.162，P<0.001），亲子关系的中介效应占总效应的25.54%。结论: 家庭阅读环境可影响儿童情绪调节能力的发展，且亲子关系在家庭阅读环境和儿童情绪调节能力发展之间起中介作用。 ［中国当代儿科杂志，2023，25（11）：1180-1185］.
Keywords: Emotional regulation; Home literacy environment; Mediating effect; Parent-child relationship; Preschool child.