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This study aimed to investigate the relationship between parents’ perceived social support (PSS) and young children’s approaches to learning (ATLs) in rural China, as well as the mediating effect of the home learning environment (HLE) and the moderating effect of parental negative emotions (PNE). Using the cluster random sampling method, 2714 kindergarteners (Mage = 52.99 months, SD = 10.28; 52.00% boys; 27.43% only child) were recruited from rural areas of eight provinces in China. With questionnaires, parents reported their PSS and PNE, HLE, and the children’s ATLs. The results indicated that: (1) parents’ PSS positively predicted children’s ATLs; (2) the HLE partially mediated the relationship between parents’ PSS and children’s ATLs; and (3) PNE moderated the relationship between parents’ PSS and children’s ATLs. Thus, the results supported a moderated mediation model on the relationship between parents’ PSS and young children’s ATLs, with the HLE as a mediator and the parents’ PSS as a moderator. These findings offer new avenues for intervening and supporting the development of young children’s ATLs.

Children’s behavior problems are not conducive to their sustainable development. Therefore, it is of great value to explore the mechanism of relevant influencing factors on the behavior problems of rural preschoolers. This study aimed to reveal the direct effect of parental psychological flexibility on children’s behavior problems and the mediating effect of children’s emotion regulation. Based on simple random sampling, 355 caregivers (male = 31.25 years, SD = 9.78; 74.08% females; 9.01% bachelor degree) were recruited from eight rural kindergartens in three provinces in northeast China. With questionnaires, caregivers reported their parental psychological flexibility and assessed their children’s emotion regulation and behavior problems. SPSS 25.0 software was used for statistical data analysis. The results support our hypotheses, suggesting that parental psychological flexibility, emotional stability, and emotional regulation negatively predicted children’s externalizing and internalizing behavior problems. Meanwhile, emotional stability and regulation partially mediated the relationship between parental psychological flexibility and children’s externalizing and internalizing behavior problems. These findings provide a new perspective for preventing and intervening in preschoolers’ behavior problems.

The aim of this study was to explore the relationship between parents’ perceived social support and children’s mental health and the mediating role of parental marital quality and parent‒child relationships. The Multidimensional Scale of Perceived Social Support, the Parental Marital Quality Scale, the Child‒Parent Relationship Scale and the Strengths and Difficulties Questionnaire were used to survey 822 parents of young children (50% fathers) in Changchun, Jilin Province, China. The results indicated that (1) parents’ perceived social support was positively correlated with children’s mental health; (2) parental marital quality and parent‒child relationships play a simple mediating role between parents’ perceived social support and children’s mental health; and (3) parental marital quality and parent‒child relationships also play a chain mediating role between parents’ perceived social support and children’s mental health. This suggests that providing good social support for parents enhances the quality of marriages and parent‒child relationships and will also contribute to good mental health in children.