Parent–child conflict and learning problems in Chinese preschoolers: the role of classroom self-regulation and teacher–child closeness

The current study focuses on the role of classroom self-regulation in the links between parent–child conflict and learning problems, as well as the potential moderating role of teacher–child closeness among preschool children in China. Participants were 208 children aged 3–6 years old (110 boys, 52.9%, Mage = 58.96 months, SD = 5.21) recruited from 2 kindergartens in Shanghai. Mothers rated parent–child conflict, while teachers evaluated children’s learning problems, classroom self-regulation, and teacher–child closeness. Controlling for gender and age, we found that: (1) parent–child conflict significantly and positively predicted children’s learning problems; (2) children’s classroom self-regulation played a partial mediating effect in the relationship between parent–child conflict and children’s learning problems; (3) both the direct effect of parent–child conflict on preschoolers’ learning problems and the mediating effect of classroom self-regulation were moderated by teacher–child closeness. The findings indicate that parent–child conflict is crucial in moulding the learning problems of young children.