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
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 m...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108993/full |
| _version_ | 1797771113348988928 |
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| author | Ning Chen Keyun Zhao I-Hua Chen Guanling Liu |
| author_facet | Ning Chen Keyun Zhao I-Hua Chen Guanling Liu |
| author_sort | Ning Chen |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T21:32:52Z |
| format | Article |
| id | doaj.art-bafe6801bd8e4391b2608add83c7c488 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T21:32:52Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-bafe6801bd8e4391b2608add83c7c4882023-07-27T17:13:43ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-07-011410.3389/fpsyg.2023.11089931108993The 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 durationNing Chen0Keyun Zhao1I-Hua Chen2Guanling Liu3School of Communication, Qufu Normal University, Rizhao, Shandong, ChinaSchool of Communication, Qufu Normal University, Rizhao, Shandong, ChinaChinese Academy of Education Big Data, Qufu Normal University, Qufu, Shandong, ChinaSchool of Communication, Qufu Normal University, Rizhao, Shandong, ChinaStudies 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108993/fullleft-behind childrenparent–child relationshipspeer attachmentlearning adaptabilityseparation duration |
| spellingShingle | Ning Chen Keyun Zhao I-Hua Chen Guanling Liu 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 Frontiers in Psychology left-behind children parent–child relationships peer attachment learning adaptability separation duration |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | left-behind children parent–child relationships peer attachment learning adaptability separation duration |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108993/full |
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