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<p>Internalizing problems in young children often correlate with adverse outcomes. While parental emotion coaching plays an important role in addressing such problems, its underlying mechanisms remain unclear. Guided by Family Systems Theory and Emotional Socialization Theory, this study employed a stratified quota sampling design to collect data from 4,869 families with children aged 3–6 in Guangdong, China. Using standardized instruments, including the <i>Parental Meta-emotion Philosophy Scale</i>, <i>Delaware Social-Emotional Competency Scale</i>, <i>Embodied Cultural Capital Scale</i> and <i>Child Behavior Checklist</i>, it examined the links between parental emotion coaching and young children’s internalizing problems. The findings revealed that: (1) Parental emotion coaching was negatively associated with young children’s internalizing problems, and the four dimensions of children’s social-emotional competency (SEC) partially mediated this link; (2) Family embodied cultural capital positively moderated the association between parental emotion coaching and young children’s SEC, with a stronger beneficial relationship observed in families with higher levels of such capital. Given the cross‑sectional design, these results do not imply causality. Nevertheless, they highlight the potential of parental emotion coaching and offer preliminary insights for early intervention efforts.</p>

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Parental Emotion Coaching and Internalizing Problems among Chinese Young Children: A Moderated Mediation Model

  • 期刊论文

  • 发表日期：

    2026年6月20日

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  • Ruhua Wang,
  • Qian Peng,
  • Yujie Liang

摘要

Internalizing problems in young children often correlate with adverse outcomes. While parental emotion coaching plays an important role in addressing such problems, its underlying mechanisms remain unclear. Guided by Family Systems Theory and Emotional Socialization Theory, this study employed a stratified quota sampling design to collect data from 4,869 families with children aged 3–6 in Guangdong, China. Using standardized instruments, including the Parental Meta-emotion Philosophy Scale, Delaware Social-Emotional Competency Scale, Embodied Cultural Capital Scale and Child Behavior Checklist, it examined the links between parental emotion coaching and young children’s internalizing problems. The findings revealed that: (1) Parental emotion coaching was negatively associated with young children’s internalizing problems, and the four dimensions of children’s social-emotional competency (SEC) partially mediated this link; (2) Family embodied cultural capital positively moderated the association between parental emotion coaching and young children’s SEC, with a stronger beneficial relationship observed in families with higher levels of such capital. Given the cross‑sectional design, these results do not imply causality. Nevertheless, they highlight the potential of parental emotion coaching and offer preliminary insights for early intervention efforts.