How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship
Loneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships. This study aimed to investigate the effects of parent-child attachment on left-behind children's loneliness and depression...
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| Veröffentlicht in: | Child : care, health & development health & development, 2023-11, Vol.49 (6), p.1076-1086 |
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| container_title | Child : care, health & development |
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| creator | Tan, Deqin Xie, Ruibo Song, Shengcheng Ding, Wan Wu, Wei Li, Weijian |
| description | Loneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships.
This 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.
Using 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).
The 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.
This 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. |
| doi_str_mv | 10.1111/cch.13118 |
| format | Article |
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This 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.
Using 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).
The 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.
This 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.</description><identifier>ISSN: 0305-1862</identifier><identifier>EISSN: 1365-2214</identifier><identifier>DOI: 10.1111/cch.13118</identifier><identifier>PMID: 37006195</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Attachment ; Attachment Behavior ; Attachment theory ; Caregivers ; Child psychology ; Children ; Children & youth ; Emotional disorders ; Emotional disturbances ; Emotional Problems ; Gender differences ; Loneliness ; Longitudinal Studies ; Mental depression ; Parent-child relations ; Parents ; Social isolation ; Social support ; Student teacher relationship</subject><ispartof>Child : care, health & development, 2023-11, Vol.49 (6), p.1076-1086</ispartof><rights>2023 John Wiley & Sons Ltd.</rights><rights>2023 John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c313t-a0605dbe57aa89cfb5517154c2244b43f68c145acb290b7b87cc78c07200287b3</citedby><cites>FETCH-LOGICAL-c313t-a0605dbe57aa89cfb5517154c2244b43f68c145acb290b7b87cc78c07200287b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37006195$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Tan, Deqin</creatorcontrib><creatorcontrib>Xie, Ruibo</creatorcontrib><creatorcontrib>Song, Shengcheng</creatorcontrib><creatorcontrib>Ding, Wan</creatorcontrib><creatorcontrib>Wu, Wei</creatorcontrib><creatorcontrib>Li, Weijian</creatorcontrib><title>How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship</title><title>Child : care, health & development</title><addtitle>Child Care Health Dev</addtitle><description>Loneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships.
This 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.
Using 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).
The 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.
This 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.</description><subject>Attachment</subject><subject>Attachment Behavior</subject><subject>Attachment theory</subject><subject>Caregivers</subject><subject>Child psychology</subject><subject>Children</subject><subject>Children & youth</subject><subject>Emotional disorders</subject><subject>Emotional disturbances</subject><subject>Emotional Problems</subject><subject>Gender differences</subject><subject>Loneliness</subject><subject>Longitudinal Studies</subject><subject>Mental depression</subject><subject>Parent-child relations</subject><subject>Parents</subject><subject>Social isolation</subject><subject>Social support</subject><subject>Student teacher relationship</subject><issn>0305-1862</issn><issn>1365-2214</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNpdkU9vFiEQxomxsW-rB7-AIfGgHrbyd2G9mUZtkya91PMG2FmXhhdWYNP4ffyg8rbVmM6FmeH3zBAehF5TckZbfHRuOaOcUv0M7SjvZccYFc_RjnAiO6p7doxOSrklLXpBXqBjrlpGB7lDvy_SHZ4SFLyaDLF2bvFhwqZW45Z9a2Af57BBdIADzLWzsPg44XusCd4VHFKE4COUgk27mWDNLfcpfsI3C-A9TN5UH3_gnELbk2a8AuT_VxxkFVoFuSt1mw69DKGpUiyLX1-io9mEAq8ez1P0_euXm_OL7ur62-X556vOccprZ0hP5GRBKmP04GYrJVVUCseYEFbwudeOCmmcZQOxymrlnNKOKEYI08ryU_T-Ye6a088NSh33vjgIwURIWxmZGkSvxdCThr59gt6mLcf2urGNIpoOg2aN-vBAuZxKyTCPa_Z7k3-NlIwH68Zm3XhvXWPfPE7cbPuzf-Rfr_gfgBiWhg</recordid><startdate>20231101</startdate><enddate>20231101</enddate><creator>Tan, Deqin</creator><creator>Xie, Ruibo</creator><creator>Song, Shengcheng</creator><creator>Ding, Wan</creator><creator>Wu, Wei</creator><creator>Li, Weijian</creator><general>Blackwell Publishing Ltd</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope></search><sort><creationdate>20231101</creationdate><title>How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship</title><author>Tan, Deqin ; Xie, Ruibo ; Song, Shengcheng ; Ding, Wan ; Wu, Wei ; Li, Weijian</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c313t-a0605dbe57aa89cfb5517154c2244b43f68c145acb290b7b87cc78c07200287b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Attachment</topic><topic>Attachment Behavior</topic><topic>Attachment theory</topic><topic>Caregivers</topic><topic>Child psychology</topic><topic>Children</topic><topic>Children & youth</topic><topic>Emotional disorders</topic><topic>Emotional disturbances</topic><topic>Emotional Problems</topic><topic>Gender differences</topic><topic>Loneliness</topic><topic>Longitudinal Studies</topic><topic>Mental depression</topic><topic>Parent-child relations</topic><topic>Parents</topic><topic>Social isolation</topic><topic>Social support</topic><topic>Student teacher relationship</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tan, Deqin</creatorcontrib><creatorcontrib>Xie, Ruibo</creatorcontrib><creatorcontrib>Song, Shengcheng</creatorcontrib><creatorcontrib>Ding, Wan</creatorcontrib><creatorcontrib>Wu, Wei</creatorcontrib><creatorcontrib>Li, Weijian</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><jtitle>Child : care, health & development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tan, Deqin</au><au>Xie, Ruibo</au><au>Song, Shengcheng</au><au>Ding, Wan</au><au>Wu, Wei</au><au>Li, Weijian</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship</atitle><jtitle>Child : care, health & development</jtitle><addtitle>Child Care Health Dev</addtitle><date>2023-11-01</date><risdate>2023</risdate><volume>49</volume><issue>6</issue><spage>1076</spage><epage>1086</epage><pages>1076-1086</pages><issn>0305-1862</issn><eissn>1365-2214</eissn><abstract>Loneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships.
This 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.
Using 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).
The 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.
This 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.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>37006195</pmid><doi>10.1111/cch.13118</doi><tpages>11</tpages></addata></record> |
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| ispartof | Child : care, health & development, 2023-11, Vol.49 (6), p.1076-1086 |
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| source | Wiley Online Library - AutoHoldings Journals; Applied Social Sciences Index & Abstracts (ASSIA); Education Source |
| subjects | Attachment Attachment Behavior Attachment theory Caregivers Child psychology Children Children & youth Emotional disorders Emotional disturbances Emotional Problems Gender differences Loneliness Longitudinal Studies Mental depression Parent-child relations Parents Social isolation Social support Student teacher relationship |
| title | How does parent-child attachment influence left-behind children's loneliness and depression: The mediating roles of peer attachment and teacher-student relationship |
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