Abstract
The detection rate of children’s behavioral problems is on the rise throughout the world, reaching 18.8% in China. Maternal depressive symptoms is one of the main causes of children’s behavioral problems. Our study explored the moderating roles and the specific moderating mechanism of children’s emotion regulation and teacher-student relationship quality in the association between maternal depressive symptoms and children’s behavioral problems based on the resilience framework and the multiple moderating model. A cross-sectional survey on mothers and teachers of Chinese primary school students in grades 1 to 3 in suburban Beijing was conducted to investigate children’s behavioral problems, emotion regulation, teacher-student relationship quality, maternal depressive symptoms, and demographic characteristics (n = 300) in this study. Pathway analysis and the Johnson-Neyman method were used to determine the moderating roles and the specific moderating mechanism of emotion regulation and teacher-student relationship quality. Results showed that emotion regulation and teacher-student relationship quality played moderating roles in the association between maternal depressive symptoms and children’s behavioral problems and the moderating mechanism was the additive moderating model. To be specific, emotion regulation and teacher-student relationship quality played moderating roles parallelly. Emotion regulation could moderate the negative effect of maternal depressive symptoms on both internalizing and externalizing behavioral problems in children. Meanwhile, teacher-student relationship quality could moderate the negative effect of maternal depressive symptoms on children’s externalizing behavioral problems. The study highlighted the value of children’s emotion regulation and teacher-student relationship quality against adverse family environments and gave an orientation for intervention.
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