ArticleFrontiers in psychology2023
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.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Bioecological attributes of learning adaptation among nursing freshmen during pandemic-induced isolation: a latent profile analysis.BMC nursing · 2026Article
- Supporting the behavioral health of rural left-behind children through rural education: a multi-dimensional demands-driven strategy study.Scientific reports · 2025Article
- Parent-child attachment and mental health in young adolescents: a moderated mediation analysis.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Studies have revealed the influence of parent-child relationships on the learning adaptability of left-behind children. However, the researchers have not explored the mechanisms underlying the parent-child relationships of left-behind children. The purpose of this study was not only to examine the mediating role of peer attachment in the relationship between parent-child relationships and learning adaptability but also to explore the moderating variable of separation duration in the relationship between parent-child relationships and peer attachment. The study examined 1,555 left-behind children and found that, after controlling for gender and grade, parent-child relationships positively predicted learning adaptability; peer attachment mediated the relationship between parent-child relationships and learning adaptability, and separation duration moderated the effect of parent-child relationships on peer attachment. The study reveals the importance of parent-child relationships and peer attachment in the growth and development of left-behind children, which is important for the improvement of left-behind children's learning adaptability.
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Registered trials
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