Introduction: With the rapid development of information technology, emerging electronic media are widely used in various settings where children are present. At the same time, excessive screen exposure has been associated with various emotional symptoms in preschool children.Methods: This study employed a questionnaire survey to collect data from 7,239 parents of preschool children in Pu’er City, China. After rigorous data screening, 6,623 valid responses were retained for analysis. The collected data were then analyzed using SPSS 25.0 for descriptive and inferential statistics, and Hayes’ PROCESS 4.0 was used to test the mediation and moderation models involving digital screen exposure, the parent-child relationship, peer relationships, and emotional symptoms in preschool children.Results: The results indicated that digital screen exposure was significantly associated with emotional symptoms (β = 0.2351, p < 0.01). Specifically, higher levels of screen exposure were associated with more severe emotional symptoms, and this association was mediated by the parent-child relationship (indirect effect = 0.06, 95% CI [0.03, 0.08]). Peer relationships moderated the association between digital screen exposure and emotional symptoms (interaction effect = −0.22, p < 0.01) and between digital screen exposure and the parent-child relationship (interaction effect = −0.12, p < 0.01).Discussion: This study provides a comprehensive theoretical framework to understand the associations among digital screen exposure, emotional symptoms, and social relationships in preschool children. It highlights the potential importance of the parent-child relationship and peer relationships in buffering negative associations related to digiatl screen exposure.

Previous research on the relationship between sleep and creativity has focused primarily on biological and cognitive mechanisms, with relatively insufficie

Introduction: Despite previous studies indicating a strong correlation between self-efficacy and occupational well-being, the specific relationship and underlying processes remain unclear among teaching-research officers in primary and secondary schools within China’s ethnic regions. Method: This study established a moderated mediation model based on self-efficacy theory and resource conservation theory to investigate the relationship between self-efficacy and occupational well-being among teaching-research officers in China’s ethnic minority regions—the analysis aimed to clarify how work engagement mediates the association and assess the organizational climate’s moderating effect. A questionnaire survey was conducted by convenience sampling, including 240 teaching-research officers, and the mediation model with moderation was analyzed using SPSS and the Process macro plugin. Results: The findings indicated: (1) Self-efficacy positively predicted occupational well-being; (2) Work engagement mediated the relationship between self-efficacy and occupational well-being; (3) Organizational climate moderated the relationship between self-efficacy and occupational well-being. Specifically, compared to low organizational climate, high organizational climate significantly enhances the positive predictive effect of self-efficacy on occupational well-being; (4) Organizational climate moderated the relationship between work engagement and occupational well-being. Specifically, compared to high organizational climate, work engagement among teaching-research officers in low organizational climate demonstrated a much stronger positive predictive effect on occupational well-being. Conclusion: The findings reveal the underlying mechanisms between self-efficacy and occupational well-being. They also provide significant implications for educational administrators aiming to improve the occupational well-being of teaching-research officers in ethnic minority regions by optimizing their professional development and support systems.