Objective: To explore the association between parents’irrational beliefs and elementary school students’ behavior problems, and the mediating roles of parental anxiety and parental psychological control. Methods: 675 children between Grade 3 to Grade 6 and their parents (either father or mother) completed the Belief Scale, Parenting Irrational Belief Scale, State Anxiety Inventory, Parental Psychological Control Scale, together with Strengths and Difficulties Questionnaire. Results: ①According to correlation analyses, parental irrational beliefs, parental anxiety, parental psychological control and students’behavior problems were all positively correlated with one another. ② The structural equation model showed that the direct effects of parental irrational beliefs on students’behavior problems were not significant, but indirect effects were generated through the mediating effects either of parental anxiety or parental psychological control, as well as the chain mediating effects of parental anxiety and parental psychological control. Conclusion: Parental anxiety and parental psychological control have multiple mediating effects in the relationship between parental irrational beliefs and elementary school students’behavior problems.

目的：探讨父母非理性信念与小学生行为问题之间的关系以及父母焦虑和心理控制在其中的中介作用。方法：采用信念量表、自编父母教养非理性信念量表、状态焦虑问卷、父母心理控制问卷和长处与困难问卷，对675名3-6年级小学生及其家长进行测量。结果：(1)相关分析结果表明，父母非理性信念、父母焦虑、父母心理控制以及儿童行为问题两两之间均呈显著正相关。(2)结构方程模型显示，父母非理性信念对小学生行为问题的直接效应不显著，而是通过父母焦虑、父母心理控制各自的中介作用，以及父母焦虑和心理控制的链式中介作用产生间接效应。结论：父母焦虑和心理控制在父母非理性信念对小学生行为问题的影响中起多重中介作用。