Background and Objective: Recently, the co-parenting system, which
involves the father, mother, and child as a unique subsystem within the family
system, has garnered significant attention. 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 is a cross-sectional study and data were collected
using the convenience sampling method. 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: All data in this study were obtained through
self-reported questionnaires, potentially leading to common method biases
influencing the results. The result revealed that paternal co-parenting has a
significant influence on the problem behaviors among preschool children. The contribution
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. For a more
comprehensive description of the effects of family factors on children’s
problem behaviors, future studies can include other family factors for
analysis, such as parental psychological control, physical aggression, and
other factors.
Author(s)
Details
Tianqi
Qiao
College of Education, Guangzhou University, Guangzhou, People’s
Republic of China.
Xinxin
Wang
College of Education, Guangzhou University, Guangzhou, People’s
Republic of China.
Pingzhi
Ye
College of Education, Guangzhou University, Guangzhou, People’s
Republic of China.
Jingyi
Chang
School of Foreign Languages, Shenzhen Information Vocational
College, Shenzhen, People’s Republic of
China.
Xiuzhen
Huang
College of Education, Guangzhou University, Guangzhou, People’s
Republic of China.
Liqun
Wang
College of Education, Guangzhou University, Guangzhou, People’s
Republic of China.
Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v3/1047
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