Children's Social Adjustment Research Articles

Full and Partial Facial Affect Recognition in Pediatric Brain Tumour Survivors and Typically Developing Children Following COVID-19 Pandemic.

Affect recognition has emerged as a potential mechanism underlying the social competence challenges experienced by pediatric brain tumour survivors (PBTSs). However, many social interactions were altered during the pandemic, with the widespread use of masking potentially impacting affect recognition abilities. Here, we examine affect recognition in PBTSs and typically developing youth (TD) after the onset of the global pandemic. Twenty-three PBTSs and 24 TD between 8 and 16 years old were recruited and completed two performance-based affect recognition tasks (full and partial facial features) and a self-reported questionnaire on mask exposure in their social interactions. Their parents completed parent proxy questionnaires on their child's social adjustment and sociodemographics. The scores between the PBTSs and TD did not differ significantly in full (t(45) = 1.33, p = 0.19, d = 0.39, 95% CI [-0.69, 3.40]) or partial (t(37.36) = 1.56, p = 0.13, d = 0.46, 95% CI [-0.47, 3.60]) affect recognition, suggesting similar affect recognition between the two groups. These skills were also not significantly correlated with social adjustment or mask exposure (p > 0.05). However, the combined sample had significantly better scores in affect recognition when exposed to partial facial cues versus full. Additionally, participants obtained lower scores on a measure of full facial affect recognition and higher scores on a measure of partial affect recognition compared to pre-pandemic data. The pandemic may have influenced affect recognition across youth, underscoring the importance of further research into its lasting impact on the social competence of youth.

The impact of lockdown on child adjustment: a propensity score matched analysis

The COVID-19 pandemic has had an inestimable impact worldwide, challenging the daily lives and interactions of children and their families. In 2022, Shanghai implemented a three-month lockdown in response to an acceleration of positive cases during the pandemic period. This restrictive policy provided insight into the impact of the lockdown on children's social adjustment and the role of parent–child conflict during this process. Mothers of preschool-aged children participated in this study and completed the Chinese version of Child-Parent Relationship Scale (CPRS) and the Strengths and Difficulties Questionnaire (SDQ). Using Propensity Score Matching (PSM) method, two matched groups were formed: pre-lockdown group and post-lockdown group, with a total of 574 preschoolers (N = 297 in each group; Mage = 4.36, SD = 0.86) were recruited. The results showed that the lockdown directly impacted children's emotional symptoms. Additionally, the parent–child conflict mediated relationship between the lockdown and children's adjustment. Specifically, parent–child conflict deteriorated children's emotional symptoms, hyperactivity-attention problems, and prosocial behaviors. These findings highlight the significant impact of the severe lockdown on children's social adjustment and the role of parent–child interactions during this period.

Parental Coping Strategies as Predictors and Outcomes of Bullying: Longitudinal Relationships Between Child Victimization, Parent-Child Communication, and Parent-Teacher Consultation.

Parental actions, such as parent-child communication and parent-teacher consultation about a child's social adjustment, have been addressed as predictors, but not as outcomes of victimization. This study, based on the Bronfenbrenner's social-ecological model, considered them as outcomes as well as predictors of child victimization and examined their longitudinal bi-directional relationship with child victimization. Data were drawn from the Seoul Education Longitudinal Study, where a total of 4005 Korean youth (female = 43.6%, age mean = 12.43, SD = 1.48 in the first wave), and their parents (female = 87%) were surveyed for six waves (when the youth were 7th to 12th grade). Autoregressive cross-lagged analyses revealed that child victimization positively predicted parent-teacher consultation and negatively predicted parent-child communication, and of these strategies, only parent-child communication was a statistically significant negative predictor of subsequent victimization. The results of this study suggest that parents tend to talk with teachers instead of their own children when bullying occurs, but it is ineffective in preventing further victimization. Communicating with one's children, which is a less common reaction, appears to be a better preventative measure.

The impact of modified Cognitive-Behavioral Group Therapy in social adjustment functions of children with attention deficit hyperactivity disorder and their parents' stress levels: A nonrandomized clinical trial.

This study aims to investigate the potential of a modified Cognitive-Behavioral Group Therapy (CBGT) intervention in promoting social adjustment and reducing their parental stress among children exhibiting symptoms of attention deficit hyperactivity disorder (ADHD). The research also highlights the mechanisms and advantages of employing modified CBGT to address negative symptoms associated with ADHD in children. The study was conducted at Fuzhou Children's Hospital of Fujian Province, with a total of 20 pairs of parents and children with ADHD participating. The assessment utilized measures including SNAP, Barratt Impulsivity, and Conners to evaluate changes in the children's social adjustment abilities and core/associated ADHD symptoms before and after CBGT intervention. Additionally, the Parental Stress Index was employed to gauge the level of stress experienced by the parents. Consequently, CBGT interventions have shown substantial improvements in children's social adjustment abilities and have proven to be a significant source of stress relief for parents.

PARENTAL INVOLVEMENT: WHY IS IMPORTANT AND HOW TO INVOLVE PARENTS IN SCHOOLS?

This article is an in-depth qualitative literature review on the importance, benefits, and ways of parental involvement in the education of their children. It highlights the fact that parental involvement in their child's learning process offers many opportunities for success – improvements in the child's academic achievement, and social and emotional adjustment. The collaboration between the parent and the teacher is an important prerequisite for encouraging the full development of the child. It is therefore, parental involvement should be seen as an important tool for the advancement of the quality of education that should be part of regular school practice. The paper also analyzes the possibilities for parent participation in the various aspects of school life. Parental involvement can have different types, from simple informational conversation, and consulting parents, to active and passive participation of parents in curricular and extracurricular activities.

Predicting the Emotional Social Adjustment of Children with Autism Based on Mother-Child Anxiety and the Adaptability of Maternal Parenting

Objective: This study aimed to predict the emotional social adjustment of children with autism based on mother-child anxiety and the adaptability of maternal parenting. Methods and Materials: The research was descriptive and correlational. The population consisted of all mothers with autistic children in the city of Kut. The sample consisted of 200 mothers with autistic children, selected through convenient sampling. The research instruments included the Mother and Child Anxiety Scale (Ataabadi et al., 2021), the Social Emotional Skills Questionnaire for Children (Payton et al., 2008), and the Parenting Adaptability Scale (Yousefi, 2021). Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and stepwise regression) were used for data analysis. Findings: The results showed that among the predictor variables, mother-child anxiety and its dimensions, and parenting adaptability and its dimensions, were significantly correlated with emotional social adjustment. Among these variables and their dimensions, parental control, parenting concerns, and parent-child anxiety had predictive power for the emotional social adjustment of children. Conclusion: Based on these results, it can be said that improving parenting variables is beneficial for the improvement of children's emotional social adjustment.

Perkembangan Akhir Masa Anak-Anak

Late childhood or what is known as elementary school age (SD) is a period of life development that lasts from the age of six until a child moves into adolescence and becomes sexually mature. The end of childhood is marked by dominant situations that can influence the child's personal adjustment and social adjustment. The research uses a critical review method by reading various books, journals or other publications related to the research topic discussed. The journals chosen consist of national and international journals, as well as several official websites. The research source comes from articles obtained via the internet in the form of research articles discussing late childhood development. The research results are as follows; a) Cognitive development is a person's ability to acquire, process and use information obtained from the surrounding environment b) Piaget and named the second level of moral development at the end of childhood as the level of conventional morality or morality from conventional rules and adjustments. c) Implications for children's end-of-life development in counseling services which aim to help them get to know themselves, develop their potential, overcome difficulties, and prepare children's mental and social development, as well as overcome problems experienced by children such as obstacles, disturbances and difficulties.

Social adjustment in children diagnosed with sickle cell disease: A retrospective study.

Children with sickle cell disease (SCD) are at risk for physical, psychological, and social adjustment challenges. This study sought to investigate social adjustment and related factors in children living with SCD. Data from 32 children (50% male, mean age=10.32years, SD=3.27) were retrospectively collected from a neuropsychology clinic at a tertiary care pediatric hospital. Social adjustment was measured using the Behavior Assessment System for Children (BASC-3) parent-proxy, withdrawal subscale, and the Pediatric Quality of Life Inventory (PedsQL) Generic Module Social Functioning self- and parent-proxy subscales. Other measures captured executive functioning (i.e., Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) Parent Form) and non-disease-related associations with social adjustment, including number of years in Canada and family functioning (i.e., PedsQL Family Impact Module). Sixteen percent of patients reported elevated social adjustment difficulties. Multiple linear regression found better family functioning [B=.48, t=2.65, p=.016], and higher executive functioning [B=-.43, t=-2.39, p=.028] were related to higher scores on the PedsQL parent-proxy ratings of social adjustment [F(4,18)=5.88, p=.003]. Male sex [B=.54, t=3.08, p=.005], and having lived more years in Canada [B=.55, t=2.81, p=.009], were related to higher PedsQL self-reported social adjustment [F(4,23)=3.75, p=.017]. The model examining the BASC-3 withdrawal subscale was not statistically significant [F(4,16)=1.63, p=.22]. Social adjustment in children diagnosed with SCD warrants future research to understand the influence of executive function, and non-disease-related factors, particularly focusing on sociocultural factors.

The Impact of Parenting Styles on Children's Social Adjustment and Development

This article discuss about how parenting styles affect children’s social adaption and development by using Diana Baumrind’s ‘Family parenting styles’ theory. It provides an useful framework to analysis the parenting styles’ impact on children. It have a straight impact on children, Baumrind’s theory emphasize the importance of family environment to the child’s socialization process. The parent-child interaction and the transmission of family rules and values, as well as parents support and guidance, can positively impact children’s ability of social adaption, a suitable parenting styles could nurture children’s self-esteem, confidence, and social ability. Secondly, Baumrind’s theory emphasize the importance of family environment to the child’s psychological, and cognitional development. The care, warmth, and support could boost children’s emotional development, provide secure basis of attachment. Meanwhile, the nurture of rules, boundaries, and responsibility help children to develop self control and cognitive ability.

The Impacts of Divorce on Children: Exploring Consequences and Seeking Legitimate Solutions

With the acceleration of the divorce rate from the mid- 1960s to the early 1980s, the number of nontraditional families (such as single-parent families and reconstituted families) have increased relative to intact, first-time nuclear families, Divorce as a social carcass which yields as a results of separation between parents (couples) and divert them from their marriage rights has become one of the static problems of the day. . Although not entirely consistent, the pattern of empirical findings suggests that children's emotional, social, physical, and mental health adjustment, gender-role orientation, and antisocial behavior are affected by family structure, whereas other dimensions of well-being are unaffected. But the review indicates that these findings should be interpreted with caution because of the methodological deficiencies of many of the studies on which these findings are based. Several variables, including the level of family conflict, may be central variables mediating the effect of family structure on children. The purpose and aim of this paper is to investigate and study the consequences of Divorce on children. The study will also pinpoint the reasons of Divorce and effects both negative and positive aspect of Divorce. Secondary data will be apprehended to help as a perspective guide from recognized sources to elaborate the collective consequences of divorce on children. The study will also draw conclusions based on the diverse consequences of divorce on children.

Association between early suicidal trajectories in first-episode psychosis and 10-year follow-up: TIPS registry-linked study

Although the risk of suicidality is high in first-episode psychosis, patterns and individual variability in suicidal thoughts and behaviours over time are under-researched. We aimed to identify early trajectories of suicidality over a 2-year follow-up, assess their baseline predictors, and explore associations between those trajectories and later suicidality. This longitudinal follow-up study was a part of the Early Treatment and Intervention in Psychosis (TIPS)study. Participants, linked to Norwegian and Danish death registries, were recruited from four catchment areas (665 000 inhabitants) in Norway and Denmark (both inpatient and outpatient). We included participants aged 15-65 years, with an intelligence quotient of more than 70, willing to give informed consent, and with a first episode of active psychotic symptoms. Individuals with comorbid neurological or endocrinal disorders, or those with contraindications to antipsychotics, were excluded. Growth mixture modelling was used to identify trajectories of suicidal thoughts and behaviours over the first 2 years. Multinomial logistic regression was applied to examine the baseline predictors of those trajectories and their associations with suicidality at 10-year follow-up. A total of 301 participants were recruited from Jan 1, 1997, to Dec 31, 2000. Of the 299 with completed suicidality data at baseline, 271 participated in 1-year follow-up, 250 in 2-year follow-up, 201 in 5-year follow-up, and 186 at 10-year follow-up. At baseline, 176 (58%) were male, 125 (42%) were female. The mean age was 27·80 years (SD 9·64; range 15-63). 280 (93%) participants were of Scandinavian origin. Four trajectories over 2 years were identified: stable non-suicidal (217 [72%]), stable suicidal ideation (45 [15%]), decreasing suicidal thoughts and behaviours (21 [7%]), and worsening suicidal thoughts and behaviours (18 [6%]). A longer duration of untreated psychosis (odds ratio [OR] 1·24, 95% CI 1·02-1·50, p=0·033), poorer premorbid childhood social adjustment (1·33, 1·01-1·73, p=0·039), more severe depression (1·10, 1·02-1·20, p=0·016), and substance use (2·33, 1·21-4·46, p=0·011) at baseline predicted a stable suicidal ideation trajectory. Individuals in the stable suicidal ideation trajectory tended to have suicidal thoughts and behaviours at 10-year follow-up (3·12, 1·33-7·25, p=0·008). Individuals with a worsening suicidal trajectory were at a higher risk of death by suicide between 2 and 10 years (7·58, 1·53-37·62, p=0·013). Distinct suicidal trajectories in first-episode psychosis were associated with specific predictors at baseline and distinct patterns of suicidality over time. Our findings call for early and targeted interventions for at-risk individuals with persistent suicidal ideation or deteriorating patterns of suicidal thoughts and behaviours, or both. Health West, Norway; the Norwegian National Research Council; the Norwegian Department of Health and Social Affairs; the National Council for Mental Health and Health and Rehabilitation; the Theodore and Vada Stanley Foundation; the Regional Health Research Foundation for Eastern Region, Denmark; Roskilde County, Helsefonden, Lundbeck Pharma; Eli Lilly; Janssen-Cilag Pharmaceuticals, Denmark; a National Alliance for Research on Schizophrenia and Depression Distinguished Investigator Award and The National Institute of Mental Health grant; a National Alliance for Research on Schizophrenia & Depression Young Investigator Award from The Brain & Behavior Research Foundation; Health South East; Health West; and the Regional Centre for Clinical Research in Psychosis.

Social avoidance and social adjustment in Chinese preschool migrant children: the moderating role of teacher-child relationships.

This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers. Participants were 148 migrant children aged 4-6 years (82 boys, Mage = 62.32, SD = 6.67) attending kindergartens in Shanghai, People's Republic of China. Mothers reported children's social avoidance, and teachers rated teacher-child relationships and children's social adjustment. Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior. The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.

Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention

The Social-Emotional Prevention Program (SEP) encompasses a multifaceted approach (classroom curriculum, with teacher and parent training) intended to increase preschool children's social adjustment, as well as to reduce risk of emotional and behavioral problems. The present study's focus was on implementing the technology-assisted SEP version and was aimed at (a) investigating the program's effectiveness on children's social-emotional competencies and parental practices, as well as (b) testing the program's conceptual framework, with an emphasis on children's emotion regulation (ER) skills and parental emotion socialization practices as explanatory intervention mechanisms. A randomized-controlled trial (RCT) was conducted with five schools assigned to either the intervention or to a comparison condition (wait-list control). Structural equation models (SEM) and complier average causal effects (CACE) were conducted to evaluate SEP effectiveness on teacher- and parent-rated child outcomes (primary outcomes) and parenting behaviors (secondary outcomes). Findings from the present study indicated that (a) SEP fosters increased social-emotional competencies and increased use of adaptive ER strategies, with teacher and parent ratings converging to support these outcomes; (b) parental participation in the program increased the use of reappraisal and emotion coaching strategies; and (c) children's ER mediated the intervention's effect on social competence, whereas parental coaching and parental ER mediated SEP effects on children's ER. This study's findings suggest that the SEP may be an effective universal intervention for promoting preschoolers' social-emotional competence and may provide emerging evidence to support the program's hypothesized mechanisms of change.

Left-Behind Children's Positive and Negative Social Adjustment: A qualitative Study in China.

Individual interviews were conducted with a total of 66 participants from five groups between May and November 2020: left-behind children, parents, teachers, principals, and community workers. The left-behind children group included 16 primary and secondary school students aged 10-16. Themes in the interviews' data were identified based on the Grounded Theory. Left-behind children's social maladjustment manifested as: (1) depression and loneliness; and (2) poor academic performance. Left-behind children's positive social adjustment manifested as: (1) using adaptive coping strategies; and (2) life skills and independence. Left-behind children's social adjustment is a dynamic process and has both positive and negative aspects.

Hubungan Antara Pola Asuh Ibu Bekerja dengan Kemampuan Penyesuaian Sosial dan Perkembangan Kognitif Anak Usia Prasekolah (4-5 Tahun)

Background: The parenting style is chosen to educate children so that they have a mindset and behavior that are in line with community standards. Mothers have an important role in educating and nurturing children according to their stage of development. Today, many mothers have dual roles as caregivers and workers. This will certainly affect development because of the limited interaction between mother and child. Objective: This study aims to prove whether the ability to socially adjust and the cognitive development of children have a relationship with the parenting style used by working mothers for children aged four to five years at Posyandu, Kaliboto Village. Method: A cross-sectional analytic study design was used in this study with a sample of 76 respondents using a total sampling technique. Result: Most of the parenting applied by working mothers is democratic (82.9%), children's social adjustment is in the high category, as much as 7.9%, and children's cognitive development shows results in the good category, as much as 73.7%. The Chi-square test results showed a relationship between the parenting style of working mothers with social adjustment and the child's cognitive development (p-value = 0.000). Conclusion: Parenting applied by working mothers determines children's social adjustment ability and cognitive development. Keywords: parenting style, social adjustment, cognitive development.

Parenting Styles, Family Characteristics, and Teacher-Reported Behavioral Outcomes in Kindergarten.

It is well established that parenting influences child behavior at home, but less is known about the associations between parenting and teacher reports of child behavior at school, an environment more distal from the home context. This study investigated the presence of authoritarian, authoritative, permissive, and uninvolved parenting styles (PS) in a community sample of 321 parents with kindergarteners (Mage = 5.45 years) in the Northwestern United States. This study analyzed (1) which PS were present, (2) if PS was associated with family characteristics, (3) if teacher reported behavior problems in spring of children's kindergarten year varied by PS, and (4) whether associations between PS and child behaviors were moderated by parenting stress. Study hypotheses were that PS would be associated with family characteristics, that teacher reported child behaviors would differ by PS, and that parenting stress would moderate the relationship between PS and behavior problems at school. Results indicated all PS were present. Chi-squares and ANOVA's identified that PS were significantly associated with parenting stress and child problem behaviors. ANOVAs determined differences in parenting stress and problem behaviors depending on PS. ANOVAs revealed parenting stress moderated the relation between PS and child problem behavior. Few studies to date have analyzed the presence of all four PS among kindergarteners and the relationship this has with teacher-reported classroom behavioral concerns. This study sought to fill this gap as results have implications for targeted parenting prevention interventions to promote children's social and behavioral adjustment during the transition to elementary school.

Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship.

Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.

Maternal Overcontrol and Young Children’s Internalizing Problems in China: The Roles of Social Competence and Teacher-Child Conflict

ABSTRACT Research Findings: This study aimed to explore the mediating role of social competence and the moderating role of teacher-child conflict in the relation between maternal overcontrol and Chinese preschooler’s internalizing problems. Participants were 216 children aged 3–4 years, from two kindergartens in Shanghai, China. Mothers completed the observation of mother-child interaction task. Teachers completed the assessment of children’s social competence, internalizing problems, and teacher-child conflict. Result of mediation showed that maternal overcontrol indirectly predicted child internalizing problems through its negative association with child social competence. Moderated mediation results show that teacher – child conflict moderated the relation between maternal overcontrol and child social competence. Moreover, lower levels of teacher-student conflict can buffer the negative impact of maternal overcontrol on child social competence, and thus reduce children’s internalizing problems. Practice or Policy: Maternal overcontrol as a negative parenting is related to children’s maladjustment in current China. Reducing teacher-child conflict might alleviate the negative effects of maternal overcontrol on child social adjustment.

The relationship between parenting styles and parents' social adjustment in children with learning disabilities

Aim: The purpose of this study is to investigate the relationship between parenting styles and parents' social adjustment in children with learning disabilities. Methods: In terms of purpose, this research is an applied research and in terms of execution, it is a descriptive type of correlational research. The statistical population of the research is all parents who have children with learning disabilities. 150 people were selected as a statistical sample. According to the nature of the research, data collection was done using Gholami and Delavar's learning disorder questionnaires (2021), Diana Baumrind's parenting methods (1973), Weizmann and Pekel's social adjustment scale (1978). In the analysis of the research findings, correlation coefficients were used. And multiple regression was used with SPSS 20 software. Results: The results of the research showed that Spearman's correlation coefficients in the parenting styles component are 0.352, permissive style 0.175, autocratic style 0.187, assertiveness and confidence 322.00 and significance level (p≤0.005). Therefore, parenting styles have a direct relationship with parents' social adaptation in children with learning disabilities. Also, the multiple regression coefficient between parenting styles and parents' social adjustment in children with learning disabilities is equal to (R2=0.377). This value indicates the fact that parenting styles have been able to predict about 0.377% of the variance of social adjustment changes. Conclusion: It can be concluded that there is a relationship between parenting learning styles and social adaptation, and learning centers and other organizations related to learning disorders can pay more attention to parenting styles in the education of these types of children in order to provide them with a better education

The relationship between parenting styles and social adjustment of parents with children with learning disabilities: the mediating role of emotional regulation

Background and Aim: Life skills, including social adaptation, play an essential role in life, and paying attention to parenting styles can play a role in social adaptation. Accordingly, the aim of this research was to investigate the relationship between parenting styles and parents' social adjustment in children with learning disabilities. Methods: The current research method was applied in terms of purpose and descriptive in terms of correlation. The statistical population of the research consists of all mothers aged 30 to 55 with children with learning disabilities in primary schools in Qom, 260 of whom have referred to learning disabilities centers, of which 150 were selected as the sample size by random sampling. The research tools included Gholami and Delavari learning disorder questionnaires (2020), Baumerind's parenting methods (1973), Wiseman and Pickel's social adjustment scale (1978) and Garnefski cognitive emotion regulation (2001). To analyze the data, descriptive and inferential statistics (structural equations and path analysis) were used with SPSS24 and PLs software. Results: The research findings showed that there is a significant relationship between parenting styles and emotional regulation with parents' social adjustment. Also, the results showed that the mediating role of emotional regulation in the relationship between parenting styles and parents' social adjustment, which is equal to /438 in the research, is a positive value and significant at the 95% confidence level. Also, the coefficient value of the path of emotional regulation on parents' social adjustment is equal to 0.654, which is a positive value. The t-statistic of this relationship is equal to 10.513, which is reported to be significant at the 95% confidence level. The data means that there is a significant relationship between the dimensions of parenting styles and parents' social adjustment with the mediation of emotional regulation. Conclusion: According to the value obtained from the VAF statistic (the role of the mediator variable) which was equal to 0.554, partial mediation has been confirmed.