The Effect Of Father’s Co-parenting On Sibling Relationship Of Junior School Students:the Mediating Roles Of Regulatory Emotional Self-efficacy And Emotional Regulation Strategies And Its Intervention

With the implementation of the two-child policy,as a new perspective of research affecting the social and physical development of children and adolescents,sibling relationship has been widely concerned by domestic researchers.Its emergence means both teens and parents face the pressures and challenges of new relationships.The mother always assumes the primary responsibility for the child’s education in the traditional mode of education.However,the family function of our country also develops in a pluralistic direction with the development of social economy and the constant renewal of educational concept,which emphasizes the importance of father’s role in participating children’s upbringing.Therefore,father’s co-parenting gradually appears in scholars’ vision,which can be divided into two types: supportive co-parenting and undermining co-parenting.Family systems theory emphasizes that there is a close relationship between father’s co-parenting and sibling relationship,which may be influenced by regulatory emotional self-efficacy and emotional regulation strategies.In view of this,this study aims to investigate the basic status of junior high school students’ sibling relationship,the influence of father’s co-parenting on sibling relationship,as well as the role and mechanism of the relationship between these two variables.Based on the results,the effective intervention mechanism was explored.This study includes the following there parts.Study 1 and Study 2(N =1062): These two studies mainly investigated the status quo of junior high school students’ sibling relationship and the chain mediating effect of regulatory emotional self-efficacy and emotional regulation strategies on the relationship between father’s co-parenting and sibling relationship.Study 3(experimental group:N = 30;control group:N = 30): Based on Study 2,a group counseling intervention study on self-efficacy of emotion regulation was conducted.Through the above research,we draw the following conclusions:(1)The sibling relationship quality of junior high school students was above the average level.There were significant differences in the scores of each dimension of sibling relationship and sibling relationship quality in terms of gender,grade and parental education.(2)Supportive father’s co-parenting was positively correlated with sibling relationship quality,regulatory emotional self-efficacy,and cognitive reappraisal.Undermining father’s co-parenting was negatively correlated with sibling relationship quality,regulatory emotional self-efficacy,and cognitive reappraisal,and positively correlated with expression inhibition.Regulatory emotional self-efficacy was positively correlated with cognitive reappraisal and sibling relationship quality,respectively.There was a significant positive correlation between cognitive reappraisal and sibling relationship,and a significant negative correlation between expression inhibition and sibling relationship.(3)Regulatory emotional self-efficacy and cognitive reappraisal were independent mediators of supportive and undermining father’s co-parenting and sibling relationship quality.In addition,regulatory emotional self-efficacy and cognitive reappraisal had chain mediating effects on between link supportive and undermining father’s co-parenting and the quality of sibling relationship.(4)Group-assisted intervention course can improve the level of regulatory emotional self-efficacy of junior high school students.In addition,the improvement of emotional regulation self-efficacy can improve the use of cognitive reappraisal strategies and the quality of sibling relationship of junior middle school students to a certain extent.