Effect of Parents-children Intimacy-Support Relationship, Teacher’s Emotional Support on Children’s Self-Resilience: The Mediating Effect of Children’s Emotion Regulation

ABSTRACT

The purpose of present study were to investigate structural relationships among the related variables of school-age children’s self-resilience. and to investigate the mediating effect of children’s emotion regulation on parents-children intimacy-support relationship, teacher’s emotional support and children’s self-resilience. The participants in this study were 669 of the 5th and the 6th grade children in the region of D city. The major findings were as Follows. First, children’s emotion regulation affected directly on children’s self-resilience. Second, parents-children intimacy-support relationship, teacher’s emotional support affected directly on children’s emotion regulation. Third, children’s emotion regulation mediated between parents-children intimacy-support relationship, teacher’s emotional support and children’s self-resilience. These results suggest that children’s emotion regulation is an important variable that direct or indirect influences the children’s self-resilience. Parent-children intimacy-support relationship, teacher’s emotional support are the basis for promoting individual competence, such as children’s emotion regulation and children’s self-resilience.