标题：The Mediating Effects of Parenting Stress, Child’s Temperament and Emotional Regulation in the Relationship Between Mother’s Parenting Sensitivity and Child’s School Readiness
摘要：Objectives: The study was conducted to verify the mediating effects of parenting stress, child’s temperament, and emotional regulation on the relationship between mothers’ parenting sensitivity and preschoolers’ school readiness. Methods: Questionnaires were distributed among a total of 400 parents and 286 teachers, finally each of 271 were analyzed, from 12 institutes of early childhood education in K area. The model was tested using the SPSS and AMOS programs. Results: First, mothers’ parenting sensitivity had a direct impact on parenting stress, the child’s temperament, and emotional regulation. Second, the mother’s parenting stress had a direct effect on child’s emotional regulation, but child’s temperament had no effect on it. Third, parenting sensitivity partially mediated the effect of parenting stress, and parenting stress had a serial multiple mediating effect on school readiness, through mediating child’s emotional regulation. Parenting sensibility also affected school readiness through mediating child’s emotional regulation. Fourth, parenting stress influenced school readiness by fully mediating child’s emotional regulation. However, child’s temperament did not affect emotional regulation, and had no mediating effect on school readiness through emotional regulation. Conclusion: The higher the mother’s parenting sensitivity, the lower the rate at which parenting stress increases. This, then, continuously led to the increase of child’s emotional regulation. This, in turn, had a more positive impact on school readiness. In addition, this study found that mothers’ parenting sensitivities enhance the child’s emotional regulation and improves their school readiness.
