The Mediation of Maternal Occupational Skillfulness on Maternal Education and Chinese Preschoolers’ Behavior

There is growing evidence supporting the individual associations of maternal occupation and maternal education with children’s behavioral outcomes. However, few studies have linked these factors together in a mediation model. The current study is the first to examine the mediating effect of maternal occupational skillfulness on the relationship between the length of maternal education and preschool children’s behavioral outcomes in the Chinese context. To assess children’s behavior, parents and teachers of 286 preschoolers from the China Jintan Cohort Study completed the Child Behavior Checklist (CBCL) and Caregiver-Teacher Report Form (C-TRF), respectively. Sociodemographic information, such as maternal occupational skillfulness and education level, was also collected. Using PROCESS and kappa statistics, maternal occupational skillfulness was found to mediate the effect of length of maternal education on both internalizing and externalizing behaviors of preschoolers, as rated by parents but not on behaviors as rated by teachers. Such findings can provide insight for counseling psychologists or family therapists in providing mothers, particularly those in low-skill jobs, appropriate advice and strategies for handling job-related stress. Mother-child relationships would consequently improve, which could then minimize the development of children’s internalizing and externalizing behaviors. Furthermore, teachers could identify at-risk children and provide early intervention. Our findings also offer insight for policy makers to consider legislation providing financial assistance from the government to low-income mothers. Future replication studies should be conducted in other countries so as to determine whether similar results can be obtained.