The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support
BackgroundPeer interactions are critical to young children’s social development, and proximal-system has a direct influence on personal growth. The study aims to analyze the relationship between parental psychological control and young children’s peer interactions, as well as the moderating role of...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2024-01-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1297621/full |
| _version_ | 1797339167346130944 |
|---|---|
| author | Ronghui Chen Shujuan Li Siying He Jin Yan |
| author_facet | Ronghui Chen Shujuan Li Siying He Jin Yan |
| author_sort | Ronghui Chen |
| collection | DOAJ |
| description | BackgroundPeer interactions are critical to young children’s social development, and proximal-system has a direct influence on personal growth. The study aims to analyze the relationship between parental psychological control and young children’s peer interactions, as well as the moderating role of teachers’ emotional support in this association.MethodsA total of 241 children aged 3–6 years, alongside their parents, and 27 teachers, participated in the study. Teachers reported children’s peer interactions whilst parents reported their psychological control. The level of teachers’ emotional support was co-coded by two researchers.ResultsThe results of the study indicated that parental psychological control was significantly and negatively related to young children’s peer interactions; teachers’ emotional support was significantly and positively related to young children’s peer interactions; the cross-level moderating effect validates our hypothesis that teachers’ emotional support has a moderating effect between parental psychological control and young children’s peer interactions, buffering the impact of parental psychological control on young children’s peer interactions.ConclusionThese findings expand our comprehension of the association between parental psychological control, teachers’ emotional support, and young children’s peer interactions, and provide guidance for integrating the components of the proximal system and devising interventions to establish a home-school harmony environment that fosters children’s social development. |
| first_indexed | 2024-03-08T09:42:02Z |
| format | Article |
| id | doaj.art-ab1dfe974608412a8f1bff1cffbfb89d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-08T09:42:02Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ab1dfe974608412a8f1bff1cffbfb89d2024-01-30T04:17:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-01-011510.3389/fpsyg.2024.12976211297621The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional supportRonghui ChenShujuan LiSiying HeJin YanBackgroundPeer interactions are critical to young children’s social development, and proximal-system has a direct influence on personal growth. The study aims to analyze the relationship between parental psychological control and young children’s peer interactions, as well as the moderating role of teachers’ emotional support in this association.MethodsA total of 241 children aged 3–6 years, alongside their parents, and 27 teachers, participated in the study. Teachers reported children’s peer interactions whilst parents reported their psychological control. The level of teachers’ emotional support was co-coded by two researchers.ResultsThe results of the study indicated that parental psychological control was significantly and negatively related to young children’s peer interactions; teachers’ emotional support was significantly and positively related to young children’s peer interactions; the cross-level moderating effect validates our hypothesis that teachers’ emotional support has a moderating effect between parental psychological control and young children’s peer interactions, buffering the impact of parental psychological control on young children’s peer interactions.ConclusionThese findings expand our comprehension of the association between parental psychological control, teachers’ emotional support, and young children’s peer interactions, and provide guidance for integrating the components of the proximal system and devising interventions to establish a home-school harmony environment that fosters children’s social development.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1297621/fullpsychological controlpeer interactionsyoung childrenteacher supportChina |
| spellingShingle | Ronghui Chen Shujuan Li Siying He Jin Yan The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support Frontiers in Psychology psychological control peer interactions young children teacher support China |
| title | The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support |
| title_full | The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support |
| title_fullStr | The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support |
| title_full_unstemmed | The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support |
| title_short | The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support |
| title_sort | effect of parental psychological control on children s peer interactions in china the moderating role of teachers emotional support |
| topic | psychological control peer interactions young children teacher support China |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1297621/full |
| work_keys_str_mv | AT ronghuichen theeffectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT shujuanli theeffectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT siyinghe theeffectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT jinyan theeffectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT ronghuichen effectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT shujuanli effectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT siyinghe effectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport AT jinyan effectofparentalpsychologicalcontrolonchildrenspeerinteractionsinchinathemoderatingroleofteachersemotionalsupport |