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<p>This study aimed to examine the relationship between emotional neglect and children’s social-emotional competence, as well as the roles of physical exercise and peer relationships in this association. Data were collected from 639 children using a questionnaire survey that measured emotional neglect, social-emotional competence, physical exercise, and peer relationships. The results showed that: (1) Emotional neglect negatively predicted children’s social-emotional competence; (2) Physical exercise moderated the relationship between emotional neglect and children’s social-emotional competence; (3) Physical exercise indirectly moderated the relationship between emotional neglect and children’s social-emotional competence primarily through the mediating role of peer relationships. These findings support the second type of mediated moderation model (meMO-II) and provide theoretical and practical implications for promoting the development of children’s social-emotional competence.</p>

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How physical exercise regulates the relationship between emotional neglect and children’s social-emotional competence: a test based on the meMO-Ⅱ Model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月27日

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  • Qin Zeng,
  • Rui Guo,
  • Zhi Li,
  • Kelei Guo,
  • Pengfei Wen

摘要

This study aimed to examine the relationship between emotional neglect and children’s social-emotional competence, as well as the roles of physical exercise and peer relationships in this association. Data were collected from 639 children using a questionnaire survey that measured emotional neglect, social-emotional competence, physical exercise, and peer relationships. The results showed that: (1) Emotional neglect negatively predicted children’s social-emotional competence; (2) Physical exercise moderated the relationship between emotional neglect and children’s social-emotional competence; (3) Physical exercise indirectly moderated the relationship between emotional neglect and children’s social-emotional competence primarily through the mediating role of peer relationships. These findings support the second type of mediated moderation model (meMO-II) and provide theoretical and practical implications for promoting the development of children’s social-emotional competence.