Emotion Regulation and Behavioral Problems Among Fourth- to Sixth-Grade Students: The Mediating Role of the Parent–Child Relationship

Zahra Asadi Mobarakeh; Maryam Mardani Valandani

Authors

Zahra Asadi Mobarakeh Department of Clinical Family Psychology, Kho.C., Islamic Azad University, Khomeinishahr, Iran. Author https://orcid.org/0009-0001-3520-9387
Maryam Mardani Valandani Department of Psychology, Kho.C., Islamic Azad University, Khomeinishahr, Iran. https://orcid.org/0000-0003-4761-9460

Abstract

This study examined the relationship between emotion regulation and behavioral problems among fourth- to sixth-grade elementary school students, with particular emphasis on the mediating role of the parent–child relationship. A descriptive-correlational design using structural equation modeling was employed. The sample consisted of 212 students aged 10–12 years and their parents, selected through multistage cluster random sampling. Data were collected using the Emotion Regulation Checklist, the Quay–Peterson Revised Behavior Problem Checklist, and the Child–Parent Relationship Scale. Behavioral problems included conduct disorder, attention problems–immaturity, socialized aggression, and anxiety–withdrawal. Data were analyzed using SPSS 28 and AMOS 28. Pearson correlations, confirmatory factor analysis, structural equation modeling, and bootstrapping with 2,000 resamples were applied. Results showed that adaptive emotion regulation was negatively associated with overall behavioral problems (β = −.468, p < .001), whereas lability/negativity was positively associated with behavioral problems (β = .353, p < .05). A more positive parent–child relationship was associated with fewer behavioral problems (β = −.364, p < .05). Bootstrap analyses indicated significant indirect effects of adaptive emotion regulation and lability/negativity on overall behavioral problems through the parent–child relationship (β = −.148 and β = .140, respectively). Significant indirect effects were also observed for conduct disorder, attention problems–immaturity, socialized aggression, and anxiety–withdrawal. Because the direct effects remained significant after including the mediator, the findings were consistent with partial statistical mediation. Overall, the results highlight the importance of emotion regulation and positive parent–child relationships in understanding behavioral difficulties during middle childhood.

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