ORIGINAL ARTICLES

The Relationship Between Parent-Child Attachment and School Belonging: A Moderated Mediation Model

  • WANG Changlei ,
  • CHENG Gang
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  • School of Psychology, Guizhou Normal University, Guiyang 550000, China
*CHENG Gang,chenggang314@163.com

Online published: 2025-03-20

Abstract

Objective: To explore the relationship between primary school student's parent-child attachment and school belonging.
Methods: Using stratified sampling, questionnaires were administered to 391 primary school students. The measurement tools included the Inventory of Parent and Peer Attachment Scale, the Students’ Perceived Interpersonal Harmony in Class Scale, and the School Belonging Scale. To analyze the relationship between parent-child attachment and school belonging, with interpersonal harmony in class as the mediating variable and gender as the moderating variable.
Results: (1) Parent-child attachment can positively predict perceived interpersonal harmony in class (β=0.609, p<0.001) and school belonging (β=0.267, p<0.001), meaning that higher levels of parent-child attachment are associated with stronger perceived interpersonal harmony in class and school belonging. Perceived interpersonal harmony in class can also positively predict school belonging (β=0.525, p<0.001), meaning that stronger perceived interpersonal harmony in class corresponds to stronger school belonging. (2) Perceived interpersonal harmony in class partly mediates the relationship between parent-child attachment and school belonging, and the mediation effect value is 0.320 (95%CI: 0.247– 0.397). This indicates parent-child attachment not only directly has a direct effect on school belonging, but also an indirect effect on school belonging through perceived interpersonal harmony in class. (3) The interaction between gender and perceived interpersonal harmony in class (β=-0.173, p<0.05, 95%CI: -0.313– -0.034) negatively predicts school belonging, indicating that gender regulates the path from perceived interpersonal harmony in class to school belonging.
Conclusion: Parent-child attachment has an impact on primary school students’ school belonging through the mediating role of perceived interpersonal harmony in class and the moderating role of gender.

Cite this article

WANG Changlei , CHENG Gang . The Relationship Between Parent-Child Attachment and School Belonging: A Moderated Mediation Model[J]. Psychological Communications, 2024 , 7(3) : 199 -206 . DOI: 10.12100/j.issn.2096-5494.224026

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