This study investigated the conceptualization of children's socioemotional competence among parents and teachers of preschool children in Hong Kong, China. Focus groups were conducted with 16 parents and 18 teachers from three preschools. Thematic content analysis revealed that, reflecting the cultural as well as contextual characteristics of Hong Kong, parents and teachers expected socioemotionally competent children to master skills in emotion understanding, emotion expressivity, emotion regulation, relationship building, conflict management, and inhibitory control and cognitive flexibility. There was diversity within parents' and teachers' interpretations of the characteristics of emotionally regulated and socially skilled children. Findings highlighted the ecosystemic nature of societal ideas about children's developmental competence, demonstrated the utility of qualitative research in exploring these ideas in culturally sensitive manners, and called for the mobilization of parents and teachers as research-informed scaffolders of holistic development of children. Copyright © 2018 Elsevier Inc. All rights reserved.

The purpose of this study was to examine the relationships among parental goals, parental beliefs and parenting styles. Questionnaires were completed during interviews with 189 Hong Kong-Chinese mothers of children aged six to eight years. Results indicated that these mothers embraced Chinese parental beliefs (guan) and Chinese parental goals of filial piety and harmonious social relationships. In contrast to other studies on Chinese parenting, this study examined Chinese mothers' adoption of psychological control in addition to authoritarian and authoritative parenting. Participants' main styles were found to be authoritative and psychologically controlling rather than authoritarian as reported in previous research. Parental goals were found to mediate the effect of parental beliefs on adoption of parenting styles. Mothers who embraced guan and filial piety reported either an authoritarian or a psychologically controlling parenting style, while those who embraced guan and harmonious social relationships adopted an authoritative parenting style.
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