How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship

被引:13
|
作者
Tan, Deqin [1 ]
Xie, Ruibo [1 ]
Song, Shengcheng [1 ]
Ding, Wan [1 ]
Wu, Wei [1 ]
Li, Weijian [1 ]
机构
[1] Zhejiang Normal Univ, Key Lab Intelligent Educ Technol & Applicat, Intelligent Lab Child & Adolescent Mental Hlth & C, Sch Psychol,Parent Educ Res Ctr, Jinhua, Peoples R China
关键词
depression; left-behind children; loneliness; parent-child attachment; peer attachment; teacher-student relationship; SEX-DIFFERENCES; PATTERNS; STRESS;
D O I
10.1111/cch.13118
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
BackgroundLoneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships. AimsThis study aimed to investigate the effects of parent-child attachment on left-behind children's loneliness and depression and the mediating roles of peer attachment and teacher-student relationship and their gender differences. MethodsUsing two waves of data, 614 left-behind children participated in the longitudinal study by completing a series of relevant questionnaire two times (spaced 6 months). ResultsThe results showed that (1) both father-child attachment and mother-child attachment could negatively predict the loneliness and depression of left-behind children. Further, mother-child attachment has a greater predictive effect on loneliness. (2) Peer attachment played a mediating role in parent-child attachment and left-behind children's loneliness; teacher-student relationship played a mediating role in parent-child attachment and left-behind children's loneliness and depression. (3) The scores of girls were higher than those of boys in the four types of attachment relationships; the mediating role of teacher-student relationship between parent-child attachment and depression was significant only among boys. ConclusionsThis study explored the factors that may have impacts on left-behind children's loneliness and depression as well as its potential mechanism and their gender differences based on the perspective of multiple-attachment theory. These results emphasize the important role of close parent-child attachment in reducing loneliness and depression among left-behind children, as well as the necessary mediating role of peer attachment and teacher-student relationships. These findings provide some valuable recommendations for preventing left-behind children's loneliness and depression.
引用
收藏
页码:1076 / 1086
页数:11
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