The Influence of Parent-child Relationships on the Learning Adaptability of Left-behind Children: the Mediating Role of Peer Attachment and the Moderating Role of Separation Duration

Overview

Journal Front Psychol

Date 2023 Aug 14

PMID 37575438

Authors

Ning Chen

Keyun Zhao

I-Hua Chen

Guanling Liu

Affiliations

Soon will be listed here.

Abstract

Studies have revealed the influence of parent-child relationships on the learning adaptability of left-behind children. However, the researchers have not explored the mechanisms underlying the parent-child relationships of left-behind children. The purpose of this study was not only to examine the mediating role of peer attachment in the relationship between parent-child relationships and learning adaptability but also to explore the moderating variable of separation duration in the relationship between parent-child relationships and peer attachment. The study examined 1,555 left-behind children and found that, after controlling for gender and grade, parent-child relationships positively predicted learning adaptability; peer attachment mediated the relationship between parent-child relationships and learning adaptability, and separation duration moderated the effect of parent-child relationships on peer attachment. The study reveals the importance of parent-child relationships and peer attachment in the growth and development of left-behind children, which is important for the improvement of left-behind children's learning adaptability.

Citing Articles

Parent-child attachment and mental health in young adolescents: a moderated mediation analysis.

Tan R, Yang Y, Huang T, Lin X, Gao H Front Psychol. 2024; 14:1298485.

PMID: 38187411 PMC: 10768540. DOI: 10.3389/fpsyg.2023.1298485.

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