TY - JOUR
T1 - Child routines mediate the relationship between parenting and social-emotional development in Chinese children
AU - Ren, Lixin
AU - Hu, Bi Ying
AU - Song, Zhanmei
N1 - Funding Information:
This study was supported by the University of Macau [Multi-Year Research Grant; MYRG20l5-00156-FED ], the Humanities and Social Sciences Research Project of the Chinese Ministry of Education [No. 17YJCZH141 ], and the Fundamental Research Funds for the Central Universities [No. 2017ECNU-HLYT002 ], and the National Social Science Fund of China [No. BHA160085 ].
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2019/3
Y1 - 2019/3
N2 - The positive role of routines in the social-emotional development of children has received theoretical and empirical support in the Western research literature on the topic. However, the role of child routines has rarely been examined in non-Western cultures. Using data collected from 228 Chinese parents of second grade children, this study first examined the psychometric properties of the Child Routines Inventory. The instrument exhibited sound construct validity as well as reliability. Next, we examined whether child routines mediated the relationships between parenting practices and children's social skills and behavioral problems using structural equation modeling. The results showed that child routines fully mediated the relations between authoritative parenting and social-emotional functioning in children. The children with parents who employed higher levels of authoritative parenting were found to have more consistent routines. In turn, these children exhibited greater social skills and fewer behavioral problems. These findings offer preliminary evidence that child routines play a critical role in the social-emotional development of Chinese children, suggesting the need to include child routines in prevention and intervention programs aimed at enhancing social-emotional outcomes in Chinese children.
AB - The positive role of routines in the social-emotional development of children has received theoretical and empirical support in the Western research literature on the topic. However, the role of child routines has rarely been examined in non-Western cultures. Using data collected from 228 Chinese parents of second grade children, this study first examined the psychometric properties of the Child Routines Inventory. The instrument exhibited sound construct validity as well as reliability. Next, we examined whether child routines mediated the relationships between parenting practices and children's social skills and behavioral problems using structural equation modeling. The results showed that child routines fully mediated the relations between authoritative parenting and social-emotional functioning in children. The children with parents who employed higher levels of authoritative parenting were found to have more consistent routines. In turn, these children exhibited greater social skills and fewer behavioral problems. These findings offer preliminary evidence that child routines play a critical role in the social-emotional development of Chinese children, suggesting the need to include child routines in prevention and intervention programs aimed at enhancing social-emotional outcomes in Chinese children.
KW - Behavioral problems
KW - Child routines
KW - Chinese parenting practices
KW - Elementary school students
KW - Social skills
UR - http://www.scopus.com/inward/record.url?scp=85058818460&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2018.12.016
DO - 10.1016/j.childyouth.2018.12.016
M3 - Article
AN - SCOPUS:85058818460
SN - 0190-7409
VL - 98
SP - 1
EP - 9
JO - Children and Youth Services Review
JF - Children and Youth Services Review
ER -