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Published VersionCC BY V4.0, Open Access
Journal article
Emotional Regulation in Mothers and Fathers and Relations to Aggression in Hong Kong Preschool Children
Child Psychiatry & Human Development, Vol.53, pp.797-807
2022
PMCID: PMC9287220
PMID: 33844138
Abstract
This study explored the associations among emotional regulation in mothers and fathers and preschool children's physical and relational aggression using a Hong Kong Chinese sample. This study also explored whether child gender would moderate the association between parental emotional regulation strategies and children's physical and relational aggression. Participants were 168 children aged 4-6 years. Parents reported on their own emotional regulation approaches and kindergarten class teachers rated children's aggression 6 months later. Path analyses showed that higher levels of reappraisal and lower levels of suppression by mothers was associated with higher levels of child relational aggression. There were no significant associations among fathers' emotional regulation and children's aggression. Results from multi-group analysis showed that there were no significant moderation of the associations by child gender. Results highlight the importance of mothers' emotional regulation in child aggression and suggest that the maladaptive consequences of emotional suppression are culturally relative.
Details
- Title
- Emotional Regulation in Mothers and Fathers and Relations to Aggression in Hong Kong Preschool Children
- Authors
- Eva Yi Hung Lau (Corresponding Author) - Education University of Hong KongKate Williams (Author) - Queensland University of Technology
- Publication details
- Child Psychiatry & Human Development, Vol.53, pp.797-807
- Publisher
- Springer New York LLC
- Date published
- 2022
- DOI
- 10.1007/s10578-021-01165-y
- ISSN
- 1573-3327; 0009-398X
- PMID
- 33844138; PMC9287220
- Copyright note
- © The Author(s) 2021 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Grant note
- This work was supported by the Research Grant Council (Grant No.: GRF18607017).
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99990896602621
- Output Type
- Journal article
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