Parent-Child Relationship Scale Research Articles

Predicting Children’s Mental Well-Being During COVID-19 Pandemic Based on Maternal Cognitive Emotion Regulation

Background: During the COVID-19 pandemic, the lack of warm, supportive, and positive relationships caused behavioral and psychological problems in children. This study aimed to predict the psychological well-being of primary school students during the COVID-19 pandemic based on parental self-efficacy and cognitive emotion regulation in mothers based on the mediating role of the parent-child relationship. Methods: The present applied research used a descriptive correlation in terms of data collection and analysis. This research was conducted on 385 cases, including students and their parents, who were selected using a random sampling method. The research instruments included the Reef's psychological well-being questionnaire (18 questions), Johnston and Mash parenting sense of competence scale, Garnefski's cognitive emotion regulation questionnaire, and Fine's parent-child relationship scale. Two psychology experts assessed the face validity of the questionnaires. Reliability of the questionnaires was measured using Cronbach’s alpha coefficients. SPSS software was used to analyze the data. Results: The average total scores of psychological well-being, parenting sense of competence, parent-child relationship, and cognitive emotion regulation were 68, 58.3, 72.1, and 61.4, respectively. Maternal cognitive emotion regulation was a significant predictor of the parent-child relationship (p< 0.01). We found that parenting sense of competence and maternal cognitive emotion regulation were able to predict students' psychological well-being through parent-child relationship during the COVID-19 pandemic. Conclusion: Increasing the level of parenting sense of competence and regulating parental emotions can improve the relationship between parents and their children.

Mediating Effect of the Parent-Child Relationship on the Association Between Maternal Nurturance and Early Child Development: A Longitudinal Study During the COVID-19 Pandemic.

Research on the specific pathways from maternal nurturance to early child development remains limited. Grounded in transactional theory, this study is the first to examine these pathways through the parent-child relationship. This longitudinal study involved mothers of children aged 1-3 years. Data on sociodemographic characteristics, Comprehensive General Parenting Questionnaire, and Child-Parent Relationship Scale were collected at Time 1, when children were 1 year old. At Time 2, when children were 3 years old, Caregiver-Reported Early Development Instruments were measured. Structural equation modeling (SEM) was used to explore direct and indirect pathways from maternal nurturance to early child development. A total of 1145 mother-child dyads participated, with children averaging 32 months (SD = 6.4) and mothers averaging 28.7 years (SD = 4.0). Maternal nurturance had significant direct (β = 0.271), indirect (β = 0.065), and total (β = 0.336) effects on early child development. Direct effects accounted for 80.7% of the total effects, while indirect effects accounted for 19.3%. Maternal nurturance indirectly predicted higher early child development through increased parent-child closeness (β = 0.048), explaining 14.3% of the total effects. Maternal nurturance indirectly promoted early child development through reduced parent-child conflict (β = 0.017), explaining 5.1% of the total effects. The novelty of this study lies in its demonstration of the mediating role of the parent-child relationship in the effect of maternal nurturance on early child development. This longitudinal study provides insights for governments agencies, policymakers, and healthcare workers to develop intervention programs that enhance maternal nurturance through the parent-child relationship to promote early child development.

The interplay of dopaminergic genotype and parent-child relationship in relation to intra-individual response time variability in preschoolers: A replication study.

Intra-individual response time variability (IIRTV) during cognitive performance is increasingly recognized as an important indicator of attentional control (AC) and related brain region function. However, what determinants contribute to preschoolers' IIRTV received little attention. The present study explored the interaction of dopaminergic polygenic composite score (DPCS) and the parent-child relationship in relation to preschoolers' IIRTV. In the initial sample, 452 preschoolers (M age=5.17, SD=0.92) participated in the study. The modified Flanker task was used to evaluate children's IIRTV and their parents were requested to complete the Parent-Child Relationship Scale to assess the parent-child relationship (closeness/conflict). DNA data were extracted from children's saliva samples, and a DPCS was created by the number of COMT, DAT1, and DRD2 alleles associated with lower dopamine levels. Results showed that DPCS significantly interacted with the parent-child closeness to impact preschoolers' IIRTV. Specifically, preschoolers with higher DPCS exhibited lower IIRTV under higher levels of the parent-child closeness, and greater IIRTV under lower levels of the parent-child closeness compared to those with lower DPCS, which supported the differential susceptibility theory (DST). A direct replication attempt with 280 preschoolers (M age=4.80, SD=0.86) was conducted to investigate whether the results were in accordance with our exploratory outcomes. The interactive effect of DPCS and the parent-child closeness on IIRTV was confirmed. Additionally, the significant interactive effect of DPCS and the parent-child conflict on IIRTV was found in the replication study. The findings indicate that preschoolers' IIRTV, as an indicator of AC and related brain region function, is influenced by the interactions of dopaminergic genotypes and the parent-child relationship. RESEARCH HIGHLIGHTS: We investigated the Gene × Environment mechanism to underline the intra-individual response time variability as an indicator of attentional control (AC) in Chinese preschoolers. Dopaminergic polygenic composite score (COMT, DAT1, and DRD2) interacted with the parent-child relationship to predict preschoolers' intra-individual reaction time variability. A direct replication attempt has been conducted, and the results were in accordance with our exploratory outcomes, which increased the credibility of the present findings. The findings highlight the importance of considering precursors, including polygenic and environmental factors, which contribute to the development of early cognitive performance such as AC.

Parental strategies for handling sibling conflict and sibling relationships: Parent–child relationships as a mediator

This study examined the mediating effect of parent–child relationships in the link between parental strategies for handling sibling conflict and sibling relationships. We conducted a survey of the parents of 1,368 children who had siblings and were enrolled in kindergarten, using the Child-Centered Scale, the Control Scale, the Nonintervention Scale, the Sibling Relationship Scale, and the Parent–Child Relationship Scale. The results showed that control, childcentered, and nonintervention strategies for handling sibling conflict each predicted sibling relationships, and parent–child relationships partially mediated the impact that the strategies had on sibling relationships. Implications for theory and practice are discussed.

Relationship of nutritional behaviors and parent–child interactions with developmental domains of Iranian toddlers: a cross-sectional study

BackgroundHealth service providers closely monitor the developmental state of toddlers to identify the factors affecting this process because any defect during this period will cause irreversible damage. Therefore, this study investigated the relationship of nutritional behaviors and parent–child interactions with the developmental domains of Iranian toddlers.MethodsThis cross-sectional, descriptive-analytical study was conducted on 341 toddlers aged 12–36 months covered by comprehensive health centers in the south of Tehran in 2021–2022. The participants were selected through single-stage cluster sampling. To this end, 16 comprehensive health centers were randomly selected, and then some of the clients from each center were randomly selected as the sample. The required data were collected through the Ages and Stages Questionnaire (ASQ), the Children’s Eating Behavior Questionnaire (CEBQ), the Child-Parent Relationship Scale (CPRS), and a demographics form. They were then analyzed statistically using descriptive and inferential statistics in SPSS-21, considering a significance level of p < 0.05.ResultsThe results showed that most participants were normal in all developmental domains (communication, gross motor, fine motor, personal-social, and problem-solving), with a mean developmental delay ranging from 1.8 to 7%. The most serious problem of participants requiring medical referral was related to gross motor (7%) with a mean of 54.35 ± 7.28 followed by communication (6.5%) with a mean of 49.41 ± 9.67. The mean nutritional behavior of participants was 77.9 ± 21.7. A significant relationship was found between the nutritional behaviors of participants and the problem-solving domain of development (p = 0.018). The results also indicated a mean parent-child interaction score of 94.26 ± 12.63. There was a significant relationship between parent-child interactions and the communication area of development (p = 0.04).ConclusionSince some areas of toddler development are influenced by children’s nutritional behavior and parent-child interactions, it is necessary to train families to identify, monitor, and correct the factors affecting the development of their children. Health system officials and planners are also recommended to develop interventions to improve the nutritional behaviors of children and parent-child interactions.

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.

Parent-Child Relationships: A Shield Against Maternal Depression in the Midst of Household Chaos.

Depression, a severe mental disorder, not only jeopardizes the health of mothers but also significantly negative impacts on families and their children. This study investigates the correlation between household chaos and maternal depression. This study adopted a cross-sectional design and used the Confusion, Hubbub, and Order Scale, Dyadic Adjustment Scale, Parent-Child Relationship Scale, and Beck Depression Inventory to assess 1947 mothers of children in seven kindergartens in Shanghai, China. The findings revealed a significant positive correlation between household chaos, marital conflict, and maternal depression. Marital conflict also showed a significantly positively correlated with maternal depression. Marital conflict mediates the relationship between household chaos and maternal depression. Parent-child relationships moderated the direct effect of household chaos on maternal depression. When parent-child relationships were low, household chaos had a greater predictive effect on maternal depression. Conversely, when parent-child relationships were high, the predictive effect of household chaos on maternal depression was reduced. This study reveals that parent-child relationships play a protective role in the impact of household chaos on maternal depression. This study significantly contributes to enriching the social support buffering model.

A family perspective for the mechanism of parent-child conflict on maternal anxiety in Chinese children with autism

BackgroundMothers of children with autism reported higher levels of anxiety than mothers of typical children. This study revealed the relationship between parent-child conflict, children’s problem behavior, parenting stress, and maternal anxiety from the perspective of the relationship within the family.MethodsThe State-Trait Anxiety Inventory (STAI) and Caregiver Strain Questionnaire (CGSQ) were used to measure maternal anxiety and parenting stress respectively from 102 mothers of children with autism. We also collected information on parent-child relationships and children’s problem behaviors by using the Child-Parent Relationship Scale (CPRS) and Conners Parent Symptom Questionnaire (PSQ).ResultsParent-child conflict positively predicted state and trait anxiety in mothers of children with autism. The severity of children’s psychosomatic disorders fully mediated the positive association between parent-child conflict and state-trait anxiety in mothers of children with autism. Parenting stress significantly moderated the impact of parent-child conflict on maternal state anxiety and trait anxiety.ConclusionIn the case of children with autism spectrum disorders, parent-child conflict can directly affect maternal anxiety levels, especially when mothers have low levels of parenting stress. Parent-child conflict can also affect children’s problem behaviors and thus indirectly affect maternal anxiety. Therefore, this study is of great significance for the alleviation of anxiety of mothers of autistic children and the family intervention for the early rehabilitation of autistic children.

Influence of parents’ strategies for Dealing with sibling Conflict on Children's sibling relationship: The mediating role of parent-child relationship

A total of 1368 children aged 3-6 with siblings and their parents were selected as research objects by convenient sampling method. The sibling relationship scale, the parental strategies for dealing with sibling conflict scale and the parent-child relationship scale were used as research tools to explore the influence of parents’ strategies for resolving sibling conflict on sibling relationship. Meanwhile, according to the family system theory, Investigate the mediating effect of parent-child relationship. The results showed that: (1) Parents’ strategies to deal with sibling conflict are positively correlated with both sibling relationship and parent-child relationship, and parent-child relationship has a significant mediating effect; (2) Child-centered strategies were positively correlated with sibling intimacy and negatively correlated with sibling conflict; (3) Parental control strategies were significantly positively correlated with sibling conflict, sibling relative status, and parent-child conflict; (4) Passive non-intervention strategies were significantly negatively correlated with parent-child intimacy and sibling intimacy, and were significantly positively correlated with parent-child conflict and sibling conflict, but not correlated with sibling relative status. This study reveals that parents’ strategies to deal with sibling conflict affect sibling relationship, and the mediation mechanism of parent-child relationship can provide empirical evidence for families to reasonably deal with sibling conflict.

Caregiver and parent-child relationship during COVID-19: The mediator role of anxiety and life satisfaction.

This research was conducted to evaluate the mediation effect of anxiety and life satisfaction on the relationship between Care burden and Parent Child Relationship in Turkish parents during the COVID-19 epidemic. The research was carried out with parents (221 women and 219 men) who have children between the ages of 6-18 living in Turkey. Data were collected in June-July 2021 using the demographic data form, "Care Burden Scale," "Pervasive Anxiety Disorder-7 Test," "Satisfaction with Life Scale," and "Parent Child Relationship Scale." Path analysis was used to analyse the relationships. In this study, structural equation modelling (SEM) was used to examine the path analysis. It was found that the burden of care and anxiety of the parents and the parent-child conflict relationship were positively correlated and negatively correlated with the life satisfaction and parent-child closeness relationship (p < 0.05). Path model analyses revealed that the burden of care had a direct effect on anxiety and life satisfaction, and an indirect effect on the parent-child relationship, respectively. It shows that parents' perceptions of how the COVID-19 pandemic is affecting their mental health have implications for parent and child well-being, with stronger relationships for low-income families. Anxiety and life satisfaction had a mediating effect between care burden and parent-child relationship. Given the demonstrable impact of COVID-19 on the parent-child relationship, this study may guide the planning of coping strategies and programmes focused on mental health.

Intergenerational Transmission of Mental Health Literacy and Its Mechanism: The Mediating Effect of Parent-Child Relationship and the Moderating Effect of School Mental Health Service.

Adolescents' mental health literacy is a topic ofgrowinginterest and studies have begun to explore thefactors that influenceadolescents' mental health literacy. This study investigated the relationship between parents' mental health literacy and adolescents' mental health literacy,as well asthe mediating roles of parent-child relationship, and the moderating roles of school mental health service. Questionnaires were distributed to adolescents and their parents at two time points with an interval of one month. In the first survey, 835 parents completed a mental health literacy scale and a parent-child relationship scale. In the second, 841 adolescents completed a school mental health service questionnaire and an adolescent mental health literacy assessment questionnaire. A total of 617 paired data points were matched (parents' age: M = 40.47, SD = 5.10; adolescents' age: M = 13.34, SD = 0.99). Bootstrapping results showed that parents' mental health literacy was positively associated with adolescents' mental health literacy. In addition, parent-child intimacy mediated the relationship between parents' mental health literacy and adolescents' mental health literacy. School mental health service moderated therelationship between parents' mental health literacy and parent-child intimacyandadolescents' mental health literacy. Intergenerational transmission of mental health literacy from parents to adolescents and its conditions were revealed. These findings provide new insights for the intervention of adolescents' mental health literacy, and may lead future research to investigate the role of parents within the family context, as well as the influence of home-school cooperation on adolescents' mental health literacy.

Mediating and moderating effects of authoritative parenting styles on adolescent behavioral problems.

This study aimed to analyze how authoritative parenting affects behavioral problems among primary, junior high, and secondary high school students. Today, parental educational anxiety and parent-child relationship conflicts are common in China and are resulting in a high incidence of child behavioral problems. High-quality family education is becoming increasingly important in China. This study sought to provide a reference for developing responsive family education services. A total of 10,441 parents in Hubei Province, including urban and rural areas, were evaluated using the Parents' Education Anxiety Questionnaire, Parental Authority Parenting Questionnaire, Parent-Child Relationship Scale, and Self-Made Behavior Problem Scale to determine the internal mechanisms of child behavioral problems in the family system. To make the sample more representative, this study collected data from primary and secondary schools representative of the southeast, northwest, and center of Hubei Province; further, the number of parents involved in each school was controlled at approximately 300 to ensure that the final sample had analytical value. Educational anxiety directly affected children's behavioral problems and indirectly affected them through the conflicts between parent and child. This conflict partially mediated educational anxiety and child behavioral problems, and authoritative parenting played a significant regulatory role in this relationship. Higher levels of educational anxiety among parents increased the likelihood of a depressed family environment. This can lead to deteriorating parent-child relationships, which can result in children's problem behaviors. Parents can address these problems by changing their approach to education and adjusting their emotions accordingly.

PREDICTING CHILDREN’S MENTAL WELL-BEING DURING COVID-19 PANDEMIC BASED ON MATERNAL COGNITIVE EMOTION REGULATION

Introduction: During the COVID-19 pandemic, the lack of warm, supportive and positive relationships caused behavioral and psychological problems in children. This study aimed to predict the psychological well-being of primary school students during the COVID-19 pandemic based on parental self-efficacy and cognitive emotion regulation in mothers based on the mediating role of the parent-child relationship. Methodology: The present applied research used a descriptive correlation in terms of data collection and analysis. This research was conducted on 385 cases, including students and their parents, who were selected using a random sampling method. The research instruments included the Reef’s psychological well-being questionnaire (18 questions), Johnston and Mash parenting sense of competence scale, Garnefski’s cognitive emotion regulation questionnaire and Fine’s parent-child relationship scale. Two psychology experts assessed the face validity of the questionnaires. Reliability of the questionnaires was measured using Cronbach’s alpha coefficients. SPSS software was used to analyze the data. Results: The average total scores of psychological well-being, parenting sense of competence, parent-child relationship and cognitive emotion regulation were 68, 58.3, 72.1 and 61.4, respectively. Maternal cognitive emotion regulation was a significant predictor of the parent-child relationship (p&lt;0.01). We found that parenting sense of competence and maternal cognitive emotion regulations were able to predict students’ psychological well-being through parent-child relationship during the COVID-19 pandemic. Conclusion: Increasing the level of parenting sense of competence and regulating parental emotions can improve the relationship between parents and their children.

The relationship between family-school socioeconomic status match and adolescent aggressive behavior.

The objective of the present study was to analyze the effect of the match between family and school socioeconomic status (SES) on adolescents' aggressive behaviors. Additionally, the moderating roles of gender and the parent-child relationship were examined. A total of 2,823 adolescents completed the Aggressive Behavior Scale, the Parent-Child Relationship Scale, and the Family SES Scale. School SES was measured by the average family SES of all students in the school. SES was categorized as high or low based on one standard deviation above or below the mean. The results showed that when there was a match between family and school SES, adolescents with "Low Family-Low School" SES exhibited more aggressive behaviors compared to those with "High Family-High School" SES. When there was a mismatch between family and school SES, adolescents with "High Family-Low School" SES exhibited higher levels of aggressive behaviors than those with "Low Family-High School" SES. Gender did not moderate these effects. Furthermore, when the parent-child relationship was poor, adolescents exhibited higher levels of aggressive behaviors when family SES exceeded school SES. Conversely, the effects of family and school SES on aggressive behavior were not significant when the parent-child relationship was strong. The present study highlights that the match and mismatch between family and school SES significantly influence adolescents' aggressive behaviors and that a strong parent-child relationship has a protective effect.

A57: A Study on the Correlation Between Basic Motor Skills and Attention, Parent-Child Relationship and Behavior

Purpose: In the Curriculum Standards of Physical Education and Health for Compulsory Education (2022 Edition) newly issued by China in 2022, basic motor skills are included in the curriculum, requiring students to learn, practice and experience mobility skills, control skills, manipulative skills, and other basic motor skills. The purpose of this study is to explore the correlation between basic motor skills and pupils' attention, parent-child relationship, and behavior, and to provide a theoretical basis for its further implementation. Methods: In this study, 45 primary school students from Malu Primary School, Jiading District, Shanghai, with an average age of 9.76 years old were randomly selected, including 36 male students and 9 female students. Their parents all signed informed consent. All 45 participants participated in the test of gross motor development-3rd edition (TGMD-3), and 30 parents completed the Achenbach’s Child Behavior Checklist (CBCL), 34 subjects filled in the Family Parent-Child Relationship Scale (PCRT), and 31 subjects conducted the d2 Test of Attention. SPSS was used to analyze the correlation between the test scores of basic motor skills and the attention, parent-child relationship, and behavior. Results: Pearson correlation analysis showed that elementary school students' basic motor skills and attention were moderately correlated (r mobility skills and error of omission =-0.406, P &lt; 0.05, r mobility skills and total error =-0.358, P &lt; 0.05, r control skills and error of omission =-0.428, r control skill and total error =-0.490, P &lt; 0.01, r control skill and correct mark =0.403, P &lt; 0.05, r motor skill total score and error omission =-0.454, P &lt; 0.01, r motor skill total score and total error =-0.468, P &lt; 0.01, r motor skill total score and correct mark =0.379; The basic motor skills of primary school students were moderately correlated with ambivalence parent-child relationship (r control skills and marker correct =-0.390, P &lt; 0.05, r motor skill total and marker correct =-0.391, P &lt; 0.05). There was a high correlation between the manipulative skills and the hyperactive behaviors of the girls in primary school (r=0.917, P &lt; 0.05). Conclusion: The results show that primary school students' basic motor skills and attention, parent-child relationship and behavior have a certain correlation, among which the correlation of control skills is more prominent.

Effectiveness of Schema-Based Parenting on Emotion Regulation, Reflective Functioning, and the Parent-Child Relationship of Mothers with Children Under 6 Years Old

Objective: This study aimed to examine schema-based parenting on emotion regulation, reflective functioning, and the parent-child relationship of mothers with children under 6 years old. Methods and Materials: The present study is a quantitative research with a pretest-posttest and follow-up design, including two experimental groups and one control group. The statistical population of this study consisted of all mothers with children under 6 years old in the city of Isfahan. For sampling purposes, kindergartens in Isfahan were purposefully selected, and from among them, based on the cut-off point of questionnaires and inclusion and exclusion criteria, 30 participants were chosen. They were randomly assigned equally into two groups: an experimental group (15 individuals) and a control group (15 individuals). Subsequently, schema-based parenting training sessions (competent parenting) based on the protocol by Mehrabi Nia et al. (2022) were conducted for the experimental group, while the control group received no intervention. The research tools included the Parent-Child Relationship Scale by Pianta (1992), the Parental Reflective Functioning Questionnaire by Fonagy et al. (1991), and the Emotion Regulation Checklist by Shields and Cicchetti (1995). The data collected through questionnaires were analyzed using appropriate statistical tests (repeated measures ANOVA and Bonferroni post hoc test) and SPSS software. Findings: Given that the calculated F value for intergroup (group membership effect) and intragroup (time effect) as well as the interactive effect of group and time is significant at a 99% confidence level (P &lt; 0.01), these results indicate a significant difference between the two groups. Furthermore, the results show that this significant difference exists at least during one of the intervention times among the research groups. The Bonferroni post hoc test results indicated a significant difference between the scores of adaptive emotion regulation, instability/negativity, reflective functioning, and parent-child relationship during the research stages between the experimental and control groups (p &lt; 0.01). In other words, schema-based parenting training has had a significant impact on improving the research variables (p &lt; 0.01). Conclusion: These results confirm that this approach can be used as an effective strategy in enhancing parental abilities and reducing psychological challenges for mothers during the parenting period.

Gestalt Odaklı Pozitif Ebeveynlik Destekleme Programının Etkililiği

The purpose of this research was to evaluate the effectiveness of the Gestalt Oriented Positive Parenting Support Program. The study sample consisted of 36 parents (33 mothers and 3 fathers) who were selected through purposeful sampling. There were 13 participants in the experimental group, 12 participants in the placebo group, and 11 participants in the control group. The research utilized various measurement tools, such as the Demographic Information Form (DIF), Multidimensional Parental Perfectionism Questionnaire (MPPQ), Parent-Child Relationship Scale (PCRS), Me as a Parent Scale (MPS), and Alabama Parenting Questionnaire (APQ). The experimental group's pre-test and post-test scores showed significant differences for all dimensions, indicating that the program was an effective intervention. When comparing the experimental, placebo, and control group post-test scores, significant differences were found in three sub-dimensions of parental perfectionism, all dimensions of parent-child relationship, and positive parenting score. Further analysis revealed that all significant differences favored the experimental group. This finding shows that the program is an effective application for parents with children between the ages of 2-9. Finally, the post-test scores of the positive parenting dimension also differed significantly according to the experimental group pre-test scores and the control group post-test scores, confirming the hypothesis of the study and highlighting the effectiveness of the program in developing positive parenting practices.

The Child-Parent Relationship During the COVID-19 in Saudi Arabia.

Background The COVID-19 pandemic psychologically affected children and their caregivers. On the other side, parents were adapting to new daily routines for work, education, and self-care in response to the current situation. Therefore, assessing the child-parent relationship during the quarantine period is a crucial issue. Objective This study aimed to measure the impact of quarantine during the COVID-19 period on the relationship betweenchildren and their parents in the western region of Saudi Arabia, mainly in Jeddah and other nearby cities. Methods A cross-sectional survey study was conducted from April to December 2020 in the western region of Saudi Arabia, primarily Jeddah and neighboring cities, during the COVID-19 quarantine and shortly after it was stopped. A validated survey (Child-Parent Relationship Scale (CPRS)) comprising socio-demographic characteristics, conflict, and closeness of the child-parent relationship was distributed to the respondents after being translated from English to Arabic. Statistical analysis was conducted using the Statistical Package for the Social Sciences (IBM SPSS Statistics for Windows, IBM Corp., Version 26.0, Armonk, NY). P-values less than 0.05 were considered statistically significant. Results The study included 361 parents with a mean (SD) age of 37.30 (7.77) years old. Most parents were mothers (77.9%, N=279), married (91.3%, N=326), lived with their children (98.3%, N=354), and had three or a lesser number ofchildren (80%, N=287). The average time spent with childrenwas significantly higher after the quarantine (12.96 hours) compared to before the quarantine (8 hours) (p<0.001). The number of hours spent with children before the quarantine was significantly higher for mothers than fathers (8.44 vs. 6.01 hours, respectively, p<0.001). There was a significant association between the mean difference in conflict scores before and after the quarantine and the age of parents (p=0.002), the gender of parents (p<0.001), and marital status(p=0.026). There was a significant correlation between mean differences in closeness scores before and after the quarantine and the gender of parents (p=0.038). Conclusion Our findings highlight the complex and varied effects of the pandemic on parent-child relationships. The results emphasize the need for support and interventions to address increased conflict and promote positive relationships between parents and children during challenging times.

TEMPERAMENT AND PARENT-CHILD RELATIONSHIP AS PREDICTORS OF PROSOCIAL BEHAVIOR OF 60-72-MONTH-OLD CHILDREN

This research aims to determine to what extent temperament and parent-child relationship predict the prosocial behaviors of 60-72-month-old children. The study group of the research consists of 313 mothers and 126 fathers. Data analyzes were carried out separately in mother and father groups. "Personal Information Form", "Child Prosocialness Scale", "Short Temperament Scale for Children", "Child-Parent Relationship Scale" were used as data collection tools. Data were analyzed using Pearson product-moment correlation coefficient and multiple regression analysis. The results obtained from the mothers in the study group revealed that approach, persistence, rhythmicity, reactivity which are the child temperament, and negative mother-child relationship together significantly predicted children’s prosocial behaviors. As for the results obtained from the father participants in the study group, it was found that approach, the persistence of the child temperament, and negative father-child relationship together significantly predicted children’s prosocial behaviors. As a result of the study, the importance of the relationship between child temperament and the child-parent relationship with prosocial behaviors was revealed. The findings of the research were discussed in light of the literature and research, and suggestions were presented.‎

The representation of child-parent relation: validation of the Italian version of the child-parent relationship scale (CPRS-I).

This study proposes a psychometric validation of the Italian version of the Child-Parent Relationship Scale (CPRS) developed by Pianta in 1992. Based on attachment theory, the scale assesses parents' relationship perceptions with their own child and comprises three scales: Closeness, Conflict, and Dependency. A sample of 501 parents (188 fathers and 313 mothers) completed 30 items of the Italian version of the Child-Parent Relationship Scale (CPRS-I) online, but only 437 answered 85% of the entire protocol; hence, the analyses only focused on 437 participants. The first analysis of the original theoretical model revealed poor fit, item loadings, and internal consistency. Therefore, a follow-up analysis was conducted. Exploratory and confirmatory analyses with a split sample (EFA = 218; CFA = 219) confirmed the original three-factor structure of the Italian sample, although some items were eliminated. The validity and reliability of the Italian version of the CPRS-I were also verified by correlating the above three factors with measures of adult attachment styles and children's internalizing and externalizing behaviors. The CPRS-I showed significant correlations with all tested constructs, in line with those found by Driscoll and Pianta for the short form of the scale. Our results confirm that the CPRS-I has the same structure as the original scale; therefore, it can be a useful tool for assessing parents' perceptions of their relationship with their children. The implications for educational and clinical settings are also discussed.