Objective To explore the role of parenting style in the association of maternal adverse childhood experiences (ACEs) and emotional behavior problems (EBPs) in preschool children, so as to provide a reference for the prevention and control of EBPs in children.
Methods A total of 6 111 children aged 3–6 years old from 36 kindergartens in 3 areas of Anhui Province in June 2021, follow-up data were collected in December 2021. Maternal ACEs, mother-child relationship and children EBPs were respectively assessed using the Adverse Childhood Experiences International Questionnaire (ACEs–IQ), Parental Rearing Style Scale and the difficulty score factor in the Chinese Strength and Difficulty Questionnaire (SDQ). The Bootstrap was used to examine the mediation effect of maternal parenting styles.
Results Maternal ACEs were positively associated with child SDQ difficulty scores ( r=0.28, P<0.01). Negative parenting (indulgent, permissive, authoritarian and inconsistent) were positively correlated with maternal ACEs scores ( r = 0.28, 0.30, 0.21, 0.31) and child SDQ difficulty scores ( r=0.25, 0.20, 0.20, 0.28) ( P<0.01). Positive parenting (democracy) was negatively correlated with maternal ACEs and SDQ difficulty scores ( r=−0.09, −0.29, P<0.01). After adjusting for confounding factors, the results of the mediation effect test of Bootstraping procedure showed that maternal parenting styles (indulgent, democracy, permissive, authoritarian and inconsistent) played a mediation role in maternal ACEs and EBPs of preschool children, and the mediation effects were respectively 19.13%, 7.34%, 24.88%, 12.05% and 26.83%.
Conclusion Parenting styles play a mediating role in the association of maternal ACEs and EBPs in preschool children, and improving mothers’ negative parenting styles is of great significance to reduce EBPs in the offspring of maternal ACEs.
【摘要】 目的 探讨教养方式在母亲童年期不良经历 (adverse childhood experiences, ACEs)与学龄前儿童情绪行为问题 (emotional behavior problems, EBPs)关联中的作用, 为儿童情绪行为问题防控提供参考。 方法 2021年6月选取安徽省芜 湖市、六安市和阜阳市36所幼儿园的3~6岁儿童为基线研究对象, 于2021年12月收集随访资料, 共6 111名儿童纳人研 究。采用童年期不良经历问卷(ACEs–IQ)、父母教养方式问卷和中文版困难与长处问卷(SDQ)中的困难因子得分分别评 估母亲ACEs、母亲教养方式和儿童EBPs, 采用Bootstrap检验母亲教养方式的中介效应。 结果 母亲ACEs与儿童SDQ困 难得分呈正相关 ( r = 0.28, P<0.01)。消极教养方式(溺爱性、放任性、专制性、不一致性)与母亲ACEs得分均呈正相关 ( r 值分别为 0.28, 0.30, 0.21, 0.31), 与儿童SDQ困难得分均呈正相关( r值分别为 0.25, 0.20, 0.20, 0.28) ( P值均<0.01); 积极 教养方式(民主性)与母亲ACEs和儿童SDQ困难得分均呈负相关( r值分别为−0.09, −0.29, P值均<0.01)。在控制混杂因 素后, 母亲教养方式(溺爱性、民主性、放任性、专制性、不一致性)在母亲ACEs与学龄前儿童EBPs中起中介作用, 中介效 应分别为 19.13%, 7.34%, 24.88%, 12.05%, 26.83%。 结论 教养方式在母亲ACEs与学龄前儿童EBPs的关联中起中介作 用, 改善母亲消极教养方式对减少ACEs母亲子代EPBs有重要意义。