Predicting Behavioral Problems of Sixth-Grade Elementary Students Based on Digital Media Use and Parent-Child Interaction Quality with the Mediating Role of Emotion Regulation Level
Keywords:
Behavioral Problems, Digital Media, Parent-Child Relationship, Emotion Regulation, StudentsAbstract
This study aimed to predict behavioral problems in sixth-grade students based on digital media use and parent-child interaction quality, with the mediating role of emotion regulation. This applied research employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population included all sixth-grade students in District 5 of Isfahan in the academic year 2025-2026 (N = 3419). A sample of 343 students was selected using combined stratified random-cluster sampling. Instruments included the Child Behavior Checklist, Media Use Questionnaire, Parent-Child Relationship Scale (Pianata, CPRS), and Emotion Regulation Questionnaire (Gross & John, ERQ). Data were analyzed using SPSS-26 and Smart-PLS 3 via Pearson correlation and path analysis with bootstrapping. SEM results showed excellent model fit (CMIN/df = 0, GFI = 1, NFI = 1, CFI = 1, IFI = 1). Digital media use had no significant direct effect on behavioral problems (β = 0.04, T = 0.65, p = 0.514); however, it indirectly increased behavioral problems by increasing the suppression strategy (β = 0.24, p < 0.0001). Parent-child interaction quality directly increased behavioral problems (β = -0.28, T = -4.01, p < 0.0001) and indirectly through reducing suppression (β = 0.24, p < 0.0001). Moreover, parent-child interaction quality was associated with reduced behavioral problems both directly (β = -0.07, p = 0.003) and through increasing reappraisal (β = 0.13, p < 0.007). Emotion regulation acts as a key mediating mechanism. These findings emphasize the necessity of designing multi-faceted interventions to manage media consumption, improve family interactions, and teach emotion regulation skills.
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