The association between family functioning and problem behaviors among Chinese preschool left-behind children: the chain mediating effect of emotion regulation and psychological resilience.

Objective: The family environment has a significant impact on the psychological and behavioral development of children, especially those who are left behind in preschool and experience parent-child separation at a young age. These children face a greater risk of family dysfunction, which can lead to internalizing and externalizing problem behaviors. While numerous studies have established a connection between family functioning and problem behaviors, few have explored the underlying mechanisms driving this relationship. Our study seeks to address this gap by examining how emotion regulation and psychological resilience mediate the link between family functioning and problem behavior. Methods: The sample consisted of 940 preschool children (51.5% male, 48.5% female) with a mean age of 5.07 ± 0.80. The main guardians of the children were given the Family Assessment Device, Preschool Children's Emotion Regulation Scale, the Devereux Early Childhood Assessment for Preschoolers (2nd edition), and the Social Skills Improvement System-Rating Scales to assess their family functioning, emotion regulation, psychological resilience, and problem behavior respectively. Results: Lower family functioning was associated with more severe problem behaviors in preschool left-behind children, and emotion regulation and psychological resilience partially mediated the relationship between family functioning and problem behaviors, respectively. In addition, emotion regulation and psychological resilience were also chain mediators between family functioning and problem behaviors. Conclusion: The study's findings highlighted the crucial role of emotional regulation and psychological resilience in the correlation between family functioning and problem behaviors. It is recommended that policymakers and educators place a high priority on the cultivation of internal psychological resources, such as emotional regulation and resilience, in preschool-aged children when designing interventions to address problem behaviors.

The Effect of Paternal Co-Parenting on Preschool Children's Problem Behaviors: The Chain-Mediating Role of Maternal Parenting Burnout and Psychological Aggression.

Objective: With the social changes, a growing number of women have joined the workforce, leading to a shift in the traditional roles of child-rearing. There has been a growing focus on the significance of fathers' roles in child development, particularly the influence of fathers on children's problematic behaviors, making it an increasingly prominent issue. However, there is limited understanding regarding the potential mechanisms through which fathers may exert influence on children's problem behaviors. To address this gap, this study sought to investigate the link between paternal co-parenting and preschool children's problem behaviors, and the mediating effects of maternal parenting burnout and psychological aggression. Methods: This study used the Personal Information Form and four scales to administer questionnaires to 1164 mothers of preschool children (Mage = 4.26 ± 0.85) in Guangdong Province, China. The collected data underwent processing and analysis using SPSS 22.0. Results: Paternal co-parenting demonstrated a significantly positive correlation with problem behaviors among preschool children. The impact of paternal co-parenting on children's problem behaviors was mediated by maternal parenting burnout, maternal psychological aggression, and the combined effect of maternal parenting burnout and psychological aggression. Conclusion: Maternal parenting burnout and maternal psychological aggression play a sequential mediating role between paternal co-parenting and problem behaviors among preschool children. This study revealed the internal mechanism through which paternal co-parenting influenced problem behaviors exhibited by children. It provides some evidence to support the important role of fathers in child development, and provides a reference for policymakers and educators to develop interventions for children's problem behaviors.

Mechanism of Interlaminar Strengthening and Toughening of Al/CFRP/Al Composite Laminates.

To solve the problem of easy delamination of the interface of Al/CFRP/Al laminate (CFRP, carbon fiber composite; Al, aluminum), a method of constructing high strength and toughness at the interface is proposed. The effects of adding resin and carbon nanotubes at the interface on the shear, flexural strength and impact resistance of Al/CFRP/Al laminates are studied. Experimental results show that gullies and micropores can be formed on the surface of aluminum after pretreatment, and the contact area between aluminum and matrix can be increased. After resin is added to the Al/CFRP interface, the shear strength between layers and the bending strength and impact resistance of laminates are improved. Mixing carbon nanotubes into the added resin will further improve the mechanical properties of laminates. On the basis of strengthening and toughening the Al/CFRP interface, the carbon nanotubes added between the CFRP layers can strengthen and toughen the resin at the interface, which enhances the bending strength and impact resistance of the laminates. When the resin between the layers breaks, the carbon nanotubes will be pulled off and pulled out to resist the damage of the resin, and the carbon nanotubes at the end of the crack can hinder the propagation of the cracks.

The relationship between pre-service kindergarten teachers' professional identification and career adaptability: A chain mediation model.

Background: The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers. Methods: Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS. Results: (1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability. Conclusion: Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers' professional identification and career adaptability. The paper also discussed the limitations and implications of this study.

Association between Maternal Anxiety and Children's Problem Behaviors: A Systematic Review and Meta-Analysis.

Although numerous studies have found that maternal anxiety is a risk factor for the development of children's problem behaviors, and there is a possible role of genes in the association between the two. And anxious mothers caring for their children can also affect the development of children's problem behaviors. However, there is also considerable evidence from studies that refute this view. This study used a meta-analysis to explore the relationship between maternal anxiety and preschool children's problem behaviors. Through literature retrieval and selection, in terms of the criteria for inclusion in the meta-analysis, 88 independent effect sizes (34 studies, 295,032 participants) were picked out as meta-analysis units. The test for heterogeneity illustrated that there was significant heterogeneity in 88 independent effect sizes, while the random effects model was an appropriate model for the subsequent meta-analysis. The publication bias test indicated that the impact of publication bias was modest but the major findings remained valid. In addition, in terms of the tentative review analysis and research hypotheses, the random effects model was used as a meta-analysis model. The research revealed that maternal anxiety was significantly positively correlated with preschool children's internalizing problem behaviors, externalizing problem behaviors, and overall problem behaviors. The moderating effect analysis showed that region and gender of the child affected the relationship between maternal anxiety and children's internalizing problem behaviors and externalizing problem behaviors, and region, child's age and gender, mother's age, and education level affected maternal anxiety and preschool children's problems behavioral relationship. Hence, these results affirmed the role of maternal anxiety and emphasized the need to pay attention to the demographic characteristics and cultural background of the subjects during the research process and consider the generalizability of the conclusions under different circumstances.

How Does the Social Support Influence Junior College Students' Occupational Identity in Pre-school Education?

Objective: This study aimed to investigate the multiple mediating effects of achievement motivation and subjective wellbeing between social support and individual occupational identity. Methods: Questionnaire method was used in this study. 565 junior college students majoring in pre-school education were tested by social support scale, achievement motivation scale, subjective wellbeing scale, and occupational identity scale. Results: (1) There isn't significant relationship between perceptions of social support and individual occupational identity. (2) Achievement motivation and subjective wellbeing individually play a mediating role between social support and individual occupational identity. (3) Achievement motivation and subjective wellbeing play a chain mediating effect between elf-efficacy and individual occupational identity. Conclusion: Social support can indirectly predict professional identity of pre-school "would-be teachers" through the mediating effect of achievement motivation, subjective wellbeing and the chain mediating effect of achievement motivation and subjective wellbeing.

Heterogeneous Association of Chinese Adolescents' Engaged Living With Problematic Internet Use: A Mixture Regression Analysis.

The present study explored heterogeneity in the association between engaged living (i.e., social integration and absorption) and problematic Internet use (PIU). This study included 641 adolescents from four junior-senior high schools of Guangzhou, China. Besides the standard linear regression analysis, mixture regression analysis was conducted to detect certain subgroups of adolescents, based on their divergent association between engaged living and PIU. Sex, age, and psychological need were further compared among the latent subgroups. The results showed that a mixture regression model could account for more variance of PIU than a traditional linear regression model, and identified three subgroups based on their class-specific regression of PIU to engaged living. For the High-PIU class, lower social integration and higher absorption were associated with increased PIU; for the Medium-PIU class, only high social integration was linked with the increase of PIU. For the Low-PIU class, no relation between engaged living and PIU were found. Additionally, being male or having a lower level of satisfied psychological needs increased the link between engaged living and PIU. The results indicated a heterogeneous relationship between engaged living and PIU among adolescents, and prevention or intervention programs should be tailored specifically to subgroups with moderate or high levels of PIU and to those with lower levels of psychological needs' satisfaction, as identified by the mixture regression model.