Relationship between negative parenting styles and borderline personality features of middle school students： the moderating effect of emotional regulation strategies
10.11886/scjsws20250606002
- VernacularTitle:父母消极教养方式与中学生边缘型人格特征的关联：情绪调节策略的调节作用
- Author:
Run ZHONG
1
;
Congwen YANG
1
;
Junhong LIU
1
;
Maoqian SUN
1
;
Yujia WENG
1
;
Jian WEN
2
;
Guoping HUANG
3
Author Information
1. North Sichuan Medical College， Nanchong 637000， China
2. Nanning Tenth People's Hospital， Nanning 530000， China
3. Sichuan Mental Health Center·The Third Hospital of Mianyang， Mianyang 621000， China
- Publication Type:Journal Article
- Keywords:
Borderline personality features;
Negative parenting styles;
Emotional regulation strategies;
Middle school students
- From:
Sichuan Mental Health
2026;39(1):76-82
- CountryChina
- Language:Chinese
-
Abstract:
BackgroundThe middle school stage represents a crucial period for the development of borderline personality features. Negative parenting styles and emotional regulation strategies are associated with the formation of borderline personality features. However， the moderating role of emotional regulation strategies between negative parenting styles and borderline personality features among middle school students remains unclear. ObjectiveTo explore the moderating influence of emotional regulation strategies in the relationship between negative parenting styles and borderline personality features among middle school students， and to provide references for the intervention of borderline personality features. MethodsIn October 2023， a total of 5 965 middle school students from three middle schools in Nanning， Guangxi Zhuang Autonomous Region were selected by cluster sampling， and assessed by the Borderline Personality Features Scale for Children （BPFS-C）， the Egna Minnen Barndoms Uppfostran （EMBU）， and the Emotion Regulation Questionnaire-Chinese Revised Version （ERQ-CRV）. Pearson correlation analysis was used to test the correlation between the scores of each scale， and the model 1 of the Process macro program was used to conduct the moderating effect test. ResultsA total of 5 572 middle school students （93.41%） completed this study， and 1 388 of them （24.91%） were identified as having high borderline personality features. The BPFS-C score of middle school students was positively correlated with the score of the negative parenting style dimension of EMBU （r=0.367， P<0.01）， negatively correlated with the score of the cognitive reappraisal dimension of ERQ-CRV （r=-0.168， P<0.01）， and positively correlated with the score of the expression inhibition dimension of ERQ-CRV （r=0.344， P<0.01）. Cognitive reappraisal played a negative moderating effect between negative parenting styles and borderline personality features （β=-0.072， 95% CI： -0.104–-0.041， P<0.01）， while expressive suppression played a positive moderating effect （β=0.076， 95% CI： 0.055–0.097， P<0.01）. ConclusionCognitive reappraisal strategy may help mitigate the negative influence of negative parenting styles on middle school students' borderline personality features， while expressive suppression may exacerbate the harm of negative parenting styles to the borderline personality features of middle school students.
