The relationship of family support and peer acceptance in children aged 4–6: the mediating role of emotion regulation strategies

ABSTRACT

To understand the relationship between family support, peer acceptance, and emotional regulation strategies, this study surveyed 595 four to six years old children and their parents from Henan Province, central China, using the Family Support Questionnaire, Emotional Regulation Strategy Questionnaire, and Preschool Children Test. The results showed that (1) Family support, peer acceptance, and emotion regulation strategies were significantly correlated; (2) Family support could significantly positively predict children's peer acceptance; (3) Emotion regulation strategies play partial mediating roles between family support and children's peer acceptance. The findings highlight that it is crucial to consider the family's impact on children's peer interactions and emotional regulation strategies. It enhances family systems theory by clarifying the mechanisms linking family support to children’s peer acceptance. Additionally, it argues that parents should assist children in acquiring positive emotion regulation strategies while simultaneously enhancing the level of family support, thereby enhancing children’s peer acceptance.

KEYWORDS:

• Family support
• peer acceptance
• emotional regulation strategies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The datasets generated and/or analyzed are not publicly available. However, they can be obtained from the corresponding author upon reasonable request as part of the study's contributions.

Additional information

Funding

This research is funded by Research & Practice Project on Pedagogical Reform of Higher Education in Henan Province (2021SJGLX083).

Notes on contributors

Yaping Yue

Dr Yaping Yue is a Professor in Early Childhood Education at the Faculty of Education, Henan University, China. Her research focuses on the family education of preschool children, the professional development of kindergarten teachers, and theories of early childhood education.

Jin Guo

Ms Jin Guo, is a master's degree candidate in Early Childhood Education at the Faculty of Education, Henan University, China. Her research focuses on family education and the cognitive development of young children.

Yuwen Ma

Dr Yuwen Ma is a lecturer in Early Childhood Education at the Institute of Education, Arts and Community. Her research is centred on play–based learning, enhancing children's STEM (Science, Technology, Engineering, and Mathematics) education, fostering imagination and creativity, promoting children's social development, and facilitating smooth transitions from early childhood to primary school.

Haojie Yuan

Mr Haojie Yuan is a PhD student at the Faculty of Education, Northeast Normal University, China. His research interests focus on family education for preschool children, preschool education in rural China, and basic principles of preschool education.

Meifang Li

Dr Meifang Li is an Associate Professor in Early Childhood Education at the Faculty of Education, Henan University, China. Her research focuses on family education of young children, early childhood math education, and cognitive development of young children.