ABSTRACT
Currently, work-family conflict of college teachers is a common issue, especially when their children are in the preschool stage, which will directly affect the children’s problem behaviors. This study aims to explore the relationship between parental work-family conflict and children’s problem behaviors, and the mediating role of parental phubbing and children’s problematic media use among Chinese college teachers. A total of 234 college teachers and their preschool children (Meanage = 60.29 months) participated in this study. The results indicate that (1) there is a significant positive correlation between college teachers’ work-family conflict and their children’s problem behaviors; (2) there is a significant mediating effect of problematic media use between work-family conflict and preschool children’s problem behaviors; and (3) Parental phubbing and children’s problematic media use play a chain mediating role between work-family conflict and children’s problem behaviors. The results reveal the influencing mechanism of work-family conflict on preschool children’s problem behaviors.
Acknowledgement
We would like to thank all college teachers participating in this study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Yingjie Wang
Yingjie Wang is an associate professor at the School of Teacher Education, Huzhou University. His research interests are mainly focus on children's social and emotional development.
Qianqian Xia
Qianqian Xia is a postgraduate student at the School of Teacher Education, Huzhou University. Her research interests are mainly focus on children's social and emotional development.
Liyue Gu
Liyue Gu is a postgraduate student at the School of Teacher Education, Huzhou University. Her research interests are mainly focus on children's social and emotional development.
Feng Li
Feng Li is an associate professor at Labor Union, Shanghai Normal University. Her research interests are mainly focus on College teachers' professional development.