Article
The Moderating Effect of Emotion Regulation Strategies on the Relationship between Children’s Perceptions of Parental Psychological Control and Peer Relational Skills
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
The purpose of this study is to verify the moderating effects of emotional regulation strategies in relation to children’s perceived parental psychological control and peer relationship skills. 250 elementary school sudents in J city, Jeonbuk, participated in the study. SPSS 23.0 and PROCESS Macro Model 1 were used to analyze the data collected through a questionnaires. The main findings are as follows. First, only cooperation/sympathy, a sub-factor of peer relationship skills, differed by gender. There was no difference between grades and children’s perceived parental psychological control resulted in gender differences, but there were no grade differences. Emotional regulation strategies differed in both gender and grade. Second, emotional regulation strategies have been shown to have a moderating effect in the relationship between children’s perceived parental psychological control and peer relationship skills. Therefore, the study is meaningful in verifying the moderating effects of emotional regulation strategies in relation to children’s perceived parental psychological control and peer relationship skills. Also, the study suggests ways to improve peer relationship skills by utilizing emotional control strategies.