REVIEW OF PARENT-CHILD ATTACHMENT INFLUENCES

Review of "How does parent–child attachment influence left-behind children's loneliness and
depression: The mediating roles of peer attachment and teacher–student relationship"
Serena Peng
University of Alberta
Question #1: Introduction

This study delves into how the bond between parents and left-behind children (LBC) impacts the

children's experiences of loneliness and depression. It aims to understand the extent to which this

bond helps protect against these negative emotions and whether supportive peer and

teacher-student relationships play a role in mediating these effects. The hypothesis suggests that

a strong attachment to parents can significantly reduce feelings of loneliness and depressive

symptoms, with supportive relationships potentially reinforcing this effect.

Question #2: Methods

The researchers collected data at two points to track the emotional well-being of the children

over time. The initial measurement at time 1 (T1) focused on the children's attachment to their

parents, which was considered the independent variable. The subsequent assessment at time 2

(T2) aimed to understand how these attachments influenced the dependent variables—loneliness

and depression six months later.

Question #3: Results

The analysis revealed a clear trend: strong attachments to parents, whether to the father or

mother, were linked to lower levels of loneliness and depression in the follow-up assessments.

The bond with the mother was particularly effective in reducing feelings of loneliness. The

statistical analysis confirmed these relationships, and it also uncovered that peer and

teacher-student relationships played a significant mediating role, supporting the study's initial

hypothesis.
Question #4: Discussion

Interpreting these findings, the study suggests that the parent-child attachment forms a

foundation for an emotionally supportive framework that helps left-behind children navigate

their challenges. This foundational relationship seems to influence the children's ability to form

positive and trusting connections with their peers and educators, further reducing potential

loneliness and depressive symptoms. The research underscores the importance of these

relationships and their implications for targeted interventions to support the emotional well-being

of left-behind children in the absence of their parents.

Question #5: Strengths and Weaknesses

The study's strength lies in its longitudinal design, which allows for a dynamic observation of

how early life familial attachments predict emotional outcomes over time. However, a notable

limitation acknowledged by the authors is the study's general approach to categorizing

left-behind children without considering the varying circumstances of being left behind. Future

research that distinguishes between these categories may provide more detailed insights into the

distinct emotional experiences of these children.

 References

Tan, D., Xie, R., Song, S., Ding, W., Wu, W., & Li, W. (2023). How does parent–child

attachment influence left‐behind children’s loneliness and depression: The

mediating roles of peer attachment and teacher–student relationship. Child: Care,

Health and Development, 49(6), 1076–1086. https://doi.org/10.1111/cch.13118