Affiliation:
1. School of Psychology, Parent Education Research Center, Key Laboratory of Intelligent Education Technology and Application, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province Zhejiang Normal University Jinhua China
Abstract
AbstractBackgroundLoneliness 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.
Funder
National Social Science Fund of China
Subject
Public Health, Environmental and Occupational Health,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health
Cited by
2 articles.
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