Structural Analysis of the Relations Between Maternal Differentiation of Self, Parenting Stress, and Parenting Behavior on Preschoolers’ Self-Esteem

Abstract

Objectives: This study investigated the influence of maternal self-differentiation on preschoolers’ self-esteem, with a focus on how mothers’ parenting stress and behaviors mediate this relationship.Methods: A sample of 319 mothers of four- and five-year-olds (49.5% boys) completed questionnaires. Structural equation modeling was used to determine whether parenting stress and behavior mediate the relationship between mothers’ self-differentiation and preschoolers’ self-esteem.Results: Results showed that a direct effect of mothers’ self-differentiation on preschoolers’ self-esteem was not significant. Among three indirect effects, parenting behavior was not mediating the relationship between maternal self-differentiation and preschoolers’ self-esteem. However, parenting stress mediated the relation between maternal differentiation of self and preschoolers’ self-esteem. Finally, a significant serial mediation effect was observed from maternal self-differentiation to preschoolers’ self-esteem through the pathways of parenting stress and behavior. Mothers whose self-differenation is high tend to experience less parenting stress, which leads to the display of more positive parenting behaviors. These positive parenting behaviors are positively related to a higher level of self-esteem in preschool-aged children.Conclusion: The results of current study provide valuable perspectives on the mechanisms involved in shaping preschoolers’ self-esteem and the influence of maternal attributes in this developmental aspect. By highlighting the importance of maternal self-differentiation and its potential impact on preschoolers’ self-esteem, this study emphasizes the value of interventions and programs that target this specific area to improve child and family well-being.