The Effect of Household Screen Media Experience on Young Children’s Emotion Regulation: The Mediating Role of Parenting Stress ()
ABSTRACT
In the current digital era, it has become a
prevalent phenomenon for young children to engage with new media, while parenting
stress has emerged as an increasingly prominent issue. However, there remains a
dearth of research examining the interplay between household screen media
experience, emotion regulation abilities, and parenting stress. Thus this study
aimed to investigate the relationships among them to address this research gap.
Specifically, we explored the mediating role
of family parenting stress between young children’s household screen
media experience and emotion regulation skills. Three hundred and seventy 4-year-old
children finished the household screen media experience questionnaire, the
choice of emotional regulation strategies, and their parents’ parenting stress.
Data analysis was conducted using SPSS 23.0 and Amos 24.0 software. The results
show that: 1) household screen media experience is significantly positively
correlated with the three dimensions of parenting stress and negatively
correlated with the three dimensions of emotion regulation strategies. 2)
Parenting stress plays a partial mediating role in the relationship between
household screen media experience and negative emotion regulation strategies.
3) Childcare stress and difficult children have a significant partial mediating
effect on the relationship between household screen media experience and
passive coping. Difficult children have a significant partial mediating effect
on the relationship between household screen media experience and emotional
outbursts. Dysfunctional parent-child interaction has a significant partial
mediating effect on the relationship between household screen media experience
and aggressive behavior.
Share and Cite:
Qiu, S. and Wang, Z. (2023) The Effect of Household Screen Media Experience on Young Children’s Emotion Regulation: The Mediating Role of Parenting Stress.
Open Journal of Social Sciences,
11, 243-259. doi:
10.4236/jss.2023.117017.
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