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

Chen, Ning; Zhao, Ke-Yun; Chen, I-Hua; Liu, Guanling

doi:10.3389/fpsyg.2023.1108993

Cited by 5 publications

(5 citation statements)

References 69 publications

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“…These findings supported the previous literature, which found that using consequences was the most common approach to reducing tantrums. Parental attention was found to prolong children's tantrums; but supporting positive behaviour results in a parent-child relationship that would inhibit tantrums 14,16 . Studies have revealed that parent-child relationships during toddlerhood influence their behaviour and those children who do not receive good support and have little sense of belonging from their parents use tantrums to force carers and parents to meet their demands 16 .…”

Section: Discussionmentioning

confidence: 63%

“…Parental attention was found to prolong children's tantrums; but supporting positive behaviour results in a parent-child relationship that would inhibit tantrums 14,16 . Studies have revealed that parent-child relationships during toddlerhood influence their behaviour and those children who do not receive good support and have little sense of belonging from their parents use tantrums to force carers and parents to meet their demands 16 . Parents must teach their children and encourage them to specify their feelings or desires in a suitable social way, and use the reward system to decrease tantrums 17,18 .This study provides information to the health care fraternity that works with children's growth and development measures, and the findings are of practical use in aspects of equipping parents or carers with the appropriate strategies to enable them to halt tantrums among children.…”

Section: Discussionmentioning

confidence: 63%

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Assessment of Temper Tantrum Behaviour in Preschool Children: A Descriptive Survey Approach

Suresh,

Satheesh,

Yangchen

et al. 2024

ashkmdc

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Objective: The purpose of the study is to assess parents’ experiences and associate demographic characteristics of parents and children with temper tantrum behavior characteristics of preschool children. Methods: A descriptive survey approach was used to conduct this study. A non-probability purposive sampling technique was adopted to recruit 121 parents of children aged between 3-6 years visiting a selected tertiary care hospital in India. All parents completed the parents’ experience of temper tan- trums in the children’s questionnaire. The analysis of results was carried out on IBM SPSS Software version 23.0. Results: A moderate level of temper tantrums showed on the mother’s age, education, occupation, marital status, program attendance, and medical and mental illness in the family, whereas a family’s monthly income above 50,000 indicated a severe level of temper tantrums, and half of the children ex- perienced tantrum behavior to get the attention of their parents, hungry and tired. The most frequently reported tantrum behavior was throwing things and hitting parents and siblings, and most tantrums occurred in public places and in vehicles. The majority of the parents adopted strategies to distract their child’s attention by helping the child talk about the causes of anger. A significant association was found between temper tantrum behavior and demographic characteristics of the marital status of parents (x2 = 15.340, p = 0.002) and the awareness program attended regarding temper tantrums in children (x2 = 4.491, p = 0.034). Conclusion: As temper tantrums peak in the toddler age group, the present study found that parental involvement is a necessity to manage temper tantrums in preschoolers as well. The main parent’s strategies to control the tantrum were distraction of child attention and helped them to talk about the causes of tantrum. Therefore, the study emphasizes the necessity of the involvement of parents and family members.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 63%

Assessment of Temper Tantrum Behaviour in Preschool Children: A Descriptive Survey Approach

Suresh,

Satheesh,

Yangchen

et al. 2024

ashkmdc

View full text Add to dashboard Cite

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“…Parent-child relationship and school environment strongly influenced academic adjustment of children (Chen et al, 2023;Cortes, 2015;Moe et al, 2021;Potochnick, 2014). A harmonious parentchild relationship can enhance children's confidence in facing various problems and challenges in learning, thus improving their learning abilities (Mulyadi et al, 2016).…”

Section: Learning Adjustment Of Lbcmentioning

confidence: 99%

How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

Pi,

Huang,

Niu

2024

Future in Educational Research

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Quality‐oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all‐around way with different backgrounds. However, many left‐behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non‐left‐behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after‐school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self‐learning ability.

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“…Research indicates that adolescents with low-quality parent-child attachment are more likely to seek attachment to their peers. However, it has been observed that highquality peer attachment does not compensate for the lack of mental health benefits for those with low-quality parent-child attachment, and peer attachment plays more of a moderating role in the effects of parent-child attachment on adolescent mental health (Zhang and Deng, 2022;Chen et al, 2023). This indicates that although parentchild attachment may not be the exclusive form of attachment for adolescents, it continues to be a critical factor in their mental wellbeing.…”

Section: Introductionmentioning

confidence: 99%

“…These psychological traits are considered essential components of an individual's psychological quality, implying that psychological quality plays a pivotal role in personality development (Wang et al, 2015). Furthermore, it has been observed that psychological quality mediates the relationship between parent-child attachment and life satisfaction as well as depression (Chen et al, 2016(Chen et al, , 2017. Since life satisfaction and depression are significant constructs linked to mental health, this suggests that psychological quality may serve as a "bridge" between parent-child attachment and mental health; in other words, parent-child attachment may influence adolescent mental health by shaping psychological quality.…”

Section: Introductionmentioning

confidence: 99%

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

Tan,

Yang,

Huang

et al. 2023

Front. Psychol.

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IntroductionThe parent–child attachment has a significant impact on adolescents’ mental health. However, the influence of psychological quality and coping styles on this connection remains unknown. This study examined the relationship between parent–child attachment and adolescent mental health, by exploring the mediating role of psychological quality and the moderating role of coping styles.MethodsA total of 633 young adolescents participated in this study after signing informed consent. They anonymously completed questionnaires including the Parent and Peer Attachment Scale (Parent Attachment Section), the Coping Styles Inventory for Middle School Students, the Brief Version of the Psychological Quality Inventory for Middle School Students, and the Chinese Middle School Students’Psychological Quality Inventory. After controlling for gender, grade, left-behind category, only-child status, and family structure.ResultsThe moderated mediation model yielded the following findings: (a) parent–child attachment significantly and positively predicted adolescents’mental health; (b) psychological quality partially mediated the relationship between parent–child attachment and adolescents’ mental health; (c) the association between psychological quality and mental health was moderated by task-focused coping.DiscussionThis moderation effect was more substantial for students with low task-focused coping behaviors, which aligns with the “exclusionary hypothesis” model. Therefore, our results indicate that parent–child attachment indirectly impacts mental health, influenced by internal and external factors. These findings carry significant implications for safeguarding and promoting adolescents’ mental well-being.

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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

Cited by 5 publications

References 69 publications

Assessment of Temper Tantrum Behaviour in Preschool Children: A Descriptive Survey Approach

Assessment of Temper Tantrum Behaviour in Preschool Children: A Descriptive Survey Approach

How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

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

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