Abstract
Objectives
Mindful parenting is an essential aspect of parenting practices, yet the role of mindful parenting in children’s social-emotional development in Chinese culture is poorly understood. This study examined how mindful parenting would predict the trajectories of social-emotional development among Chinese migrant preschoolers.
Method
A total of 108 migrant families with preschool-aged children participated in three waves of data collection over 1 year. Parents completed questionnaires on their mindful parenting and their children’s self-regulation. Children’s behavioral regulation, emotion knowledge, and social problem solving skills were assessed using individual assessments.
Results
Three aspects of mindful parenting (i.e., compassion and acceptance, interacting with full attention, and emotional awareness of the child) positively predicted children’s initial levels of self-regulation. However, there were no significant associations between mindful parenting and children’s initial levels or growth rates of behavioral regulation, emotion knowledge, and social problem solving skills.
Conclusions
These findings revealed mixed evidence of the role of mindful parenting in Chinese preschoolers’ social-emotional development, and they highlighted the need to understand mindful parenting and its developmental effects in different cultural contexts.
Preregistration: This study is not pre-registered.
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Data Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
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The study was funded by the Research Program Funds of the Collaborative In-novation Center of Assessment towards Basic Education Quality (No. 2020-02-014-BZPK01).
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Chuyuan Xi analyzed the data, wrote the first draft of the manuscript, and revised the manuscript. Lixin Ren, as the principal investigator of the larger project, developed the framework of the manuscript, revised the first draft, and contributed significantly to the writing and editing of the final manuscript. Jiayi Li contributed to data collection, writing of the Method section, and editing of the manuscript.
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Xi, C., Ren, L. & Li, J. Mindful Parenting and Trajectories of Child Social-Emotional Development: A Study on Chinese Migrant Preschoolers. Mindfulness 15, 931–944 (2024). https://doi.org/10.1007/s12671-024-02327-4
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DOI: https://doi.org/10.1007/s12671-024-02327-4