Study On Parent-children Attachment And Adolescents’ School Adjustment:Moderator And Mediator Effect

School adjustment refers to students’ participation in school activities under the background of school,meeting their needs and acquiring their own development status,which has a far-reaching impact on the development of adolescents.Substantial literature has documented the important influence of parent-child attachment on adolescents’ school adjustment,however,little is known about the mediating and moderating mechanisms underlying this relation.In this study,based on ecological system theory,developmental contextualism and positive youth development theory,moderated mediation models were constructed to examine the effects and underlying mechanisms of family(parent-child attachment),individual(positive psychological capital)and school(teacher support & deviant peer affiliation)factors on adolescents’ school adjustment.Specifically,the present study examined whether parent-child attachment is indirectly related to school adjustment through positive psychological capital,and whether this indirect association is moderated by teacher support or deviant peer affiliation.A total of 517 junior high school students participated in this study.They anonymously filled out questionnaires regarding parent-child attachment,positive psychological capital,deviant Teacher support and peer affiliation,and school adjustment.All the measures have good reliability and validity.Results:(1)After controlling for gender and grade,parent-child attachment had a positive effect on social competence,and a negative effect on antisocial behavior;(2)the positive impact of parent-child attachment on school adjustment was partly mediated by positive psychological capital,and the mediating effect of positive psychological capital between parent-child attachment and social ability is greater than the mediating effect between parental attachment and antisocial behavior;(3)the mediating effect of psychological capital was moderated by teacher support,Under the support of high teachers,the prediction effect of parent child attachment on positive psychological capital and social competence is enhanced,but the prediction function of positive psychological capital on social ability and the prediction function of parent-child on antisocial behavior are weakened;(4)deviant peer affiliation plays a moderating role in parent-child attachment and antisocial behavior.When deviant peer interaction is more,paternity attachment has stronger predictive ability for antisocial behaviors.This study shows that good parent-child attachment is beneficial to cultivate positive psychological capital and promote school adaptation.Teacher support can affect the formation ofpositive psychological capital,and also affect the development of social ability.Deviant peer affiliation only affects antisocial behavior.This study tested the family factors(parent-child attachment),school factors(teachers support and deviant peer affiliation)and individual factors(positive psychological capital)on the comprehensive effect of adolescents’ school adjustment,These findings provide a theoretical basis to carry out the work of adolescents school adjustment,also have a certain practical guiding significance for promoting youth school adaptation.