Abstract
This study examines the mediation effect of parental involvement and psychological Suzhi between the relationship of parent-child attachment and good behavior habits in Chinese children. The participants comprised 563 children from four Chinese kindergartens (4.41±0.96) whose parents reported measures of parent-child attachment, parental involvement, psychological Suzhi, and good behavior habits in their children. The results indicated that (1) Parental attachment, parental involvement and psychological Suzhi were positively correlated with good behavior habits of young children; (2) Parental involvement and psychological Suzhi mediated the relationship between parent-child attachment and good behavior habits in children separately; (3) Parent-child attachment indirectly affected children’s good behavior habits through the path of “parental involvement and psychological Suzhi.”
Highlights
Speaking, behavioral habits are automated behaviors formed by individuals through numerous reuses that are not controlled by consciousness [1]
Psychological Suzhi was positively related to the good behavior habits of young children
The results demonstrated a significant positive correlation between parentchild attachment, parental involvement, psychological Suzhi, and children’s good behavior
Summary
Speaking, behavioral habits are automated behaviors formed by individuals through numerous reuses that are not controlled by consciousness [1]. Childhood is a crucial period for the cultivation of behavior habits [5]. Cultivating good behavior habits in this period can help individuals to better adapt to the requirements of society and is essential for individual development. Problem behaviors in early childhood affect their physical and mental development [6], and leads to problem behavior subsequently, such as smoking, drinking, etc [7]. More attention should be paid to the factors that affect the good behavior habits of young children. Some studies have demonstrated that the parent-child attachment relationship can impacts the formation of individuals’ problem behaviors [8,9,10,11]; as a positive aspect of behavior development, the impact of parent-
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