Abstract
<title>Abstract</title> <p>Background While parenting stress has been widely recognized as a critical factor influencing parent–child relationship quality, the literature offers insufficient understanding of the underlying mechanisms, especially the role of positive psychological resources. This study examined the associations of parenting stress, resilience, and parent–child relationship quality (as measured by parent–child closeness and parent–child conflict), with a focus on the mediating role of resilience among parents of elementary school students. Methods This study surveyed 411 mother–father dyads among the parents of students from three elementary schools in Shanxi Province, China using the Parenting Stress Scale, Connor–Davidson Resilience Scale, and Parent–Child Relationship Scale. Data analyses included descriptive statistics, correlation analysis, and the actor–partner interdependence model. Results Fathers’ parenting stress significantly positively predicted their parent–child closeness, while no significant actor effect was found for mothers. Resilience mediated the actor effects between parenting stress and parent–child closeness for both parents, with a suppression effect observed in the maternal pathway. Parenting stress could not predict the partner’s parent–child closeness for both parents. Resilience mediated the partner effects of both parents’ parenting stress on their partner’s parent–child closeness, with suppression effects observed in both cases. With respect to parent–child conflict, both parents’ parenting stress significantly positively predicted their parent–child conflict, and resilience mediated these actor effects. Additionally, both parents’ parenting stress significantly positively predicted their partner’s parent–child conflict, and resilience mediated these partner effects. Conclusions This study elucidates the pathways linking parenting stress to parent–child relationship quality within the actor–partner interdependence framework. These insights could be valuable in formulating interventions for parents of elementary school students to improve parent–child relationship quality.</p>