The Relationship Between Parental Responsiveness and Early Childhood Withdrawal Behavior: The Mediating Role of Emotion Regulation (75349)

Session Information: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Session Chair: Shawnee McPhail

Thursday, 23 November 2023 13:15
Session: Session 3
Room: Room 708
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Recent studies have indicated that withdrawal behavior in young children is related to their emotional regulation abilities. Supportive parental responses have also been found to contribute to reducing anxiety and decreasing the occurrence of withdrawal behavior. This study examines the link between parental responsiveness and withdrawal behavior in 3-year-old children within the Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT) (n=2157), conducted from March 1, 2016, to May 31, 2017. The selected age range corresponds to the age when the majority of Taiwanese children first enter kindergarten and begin adapting to group life. Withdrawal behavior during this phase has been observed to lead to maladjustment in the new schooling environment. Employing mediation modeling and structural equation analysis, this study scrutinizes potential mediators. Findings reveal a direct negative impact of parental responsiveness on withdrawal behavior, indicating diminished responsiveness heightens withdrawal. Notably, emotional regulation emerges as a vital mediator, exemplified by a robust negative influence on withdrawal behavior; weaker emotional regulation parallels heightened withdrawal. Parental responsiveness positively influences emotional regulation, implying greater parental responsiveness fosters heightened emotional skills. The mediation process elucidates a modest decrease in parental responsiveness coinciding with reduced emotional regulation and heightened withdrawal. Consequently, emotional regulation partially mediates the parental responsiveness-withdrawal association. This model illuminates parental responsiveness's indirect effects on withdrawal, mediated by emotional regulation. Understanding these aspects enhances withdrawal mitigation strategies and offers interventions to foster holistic child development.

Chia-Ying Chen, National Tsing Hua University, Taiwan

About the Presenter(s)
Ms Chia-Ying Chen is a University Postgraduate Student at National Tsing Hua University (NTHU) in Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00