Family Function and Preschoolers’ Social–Emotional Competence: The Roles of Parent–Child and Sibling Relationships

This dataset was collected as part of a study examining the relationship between family functioning and preschool children’s social-emotional competence, with attention to the mediating roles of parent–child and sibling relationships. Data were obtained through parent-completed questionnaires administered in kindergartens in southern China. Standardized and validated scales were used to assess family functioning, relationship quality, and children’s social-emotional competence. Statistical analyses were conducted using SPSS (with the PROCESS macro) and AMOS (for confirmatory factor analysis and structural equation modeling). Ethical approval for the study was granted by the Gannon Normal University Ethics Committee, and informed consent was obtained from all participating parents.