Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (6): 678-685.doi: 10.16187/j.cnki.issn1001-4918.2019.06.05

Previous Articles     Next Articles

The Influence of Online Parent-child Communication on Left-behind Junior High School Students' Social Adjustment: A Moderated Mediation Model

NIU Gengfeng1,2, LI Zhanxing1, WANG Chenxiao1, MA Xiaotong1,4, SUN Xiaojun2,3, ZHOU Zongkui2,3   

  1. 1. School of Humanities and Social Science, Xi'an Jiaotong University, Xian 710049;
    2. Key Laboratory of Adolescent cyberpsychology and behavior(CCNU), Ministry of Education, Wuhan 430079;
    3. School of Psychology, Central China Normal University, Wuhan 430079;
    4. School of Food and Biological Engineering, Shaanxi University of Science & Technology, Xian 710021
  • Published:2019-11-20

RichHTML

PDF (PC)

Abstract: Under the background of information age, this study aimed to investigate the influence of online parent-child communication on left-behind children's social adjustment, as well as its underlying mechanism. A sample of 492 left-behind junior high school students were recruited to complete a battery of questionnaires on online parent-child communication, parent-child relationship, beneficial interpretations, problem behavior, self-esteem, depression and life satisfaction. Results indicated that:(1) Among online parent-child communication, parent-child relationship, social adjustment and beneficial interpretations, there existed significant positive correlations between each two variables. (2) Online parent-child communication could influence left-behind junior high school students' social adjustment through the mediating effect of parent-child relationship. (3) Both the direct effect of online parent-child communication on left-behind children' social adjustment, and the mediating effect of parent-child relationship were moderated by beneficial interpretations; both these two effects were more significant for left-behind children with higher level of beneficial interpretations. This study may not only contribute to a better understanding on online communication and left-behind children's development, but also has implications for the improvement of left-behind children' social adjustment.

Key words: left-behind children, online parent-child communication, parent-child relationship, beneficial interpretations, social adjustment

CLC Number: 

  • B844
Amaro, L. M., & Miller, K. I. (2016). Discussion of care, contribution, and perceived (in)gratitude in the family caregiver and sibling relationship. Personal Relationships, 23(1), 98-110.
Berger, L. M., & McLanahan, S. S. (2015). Income, relationship quality, and parenting:Associations with child development in two-parent families. Journal of Marriage and Family, 77(4), 996-1015.
Broderick, C. B. (1993). Understanding family process:basics of family systems theory. Newbury Park, CA:Sage.
Buist, K. L., Verhoeven, M., Hoksbergen, R., Laak, J., Watve, S., & Paranjpe, A. (2016). Associations of perceived sibling and parent-child relationship quality with internalizing and externalizing problems:Comparing Indian and Dutch early adolescents. The Journal of Early Adolescence, 0272431616653473.
Burke, M., & Kraut, R. E. (2016). The relationship between Facebook use and well-being depends on communication type and tie strength. Journal of Computer-mediated Communication, 21(4), 265-281.
Cheng, J., & Sun, Y. H. (2015). Depression and anxiety among left-behind Children in china:A systematic review. Child Care Health & Development, 41(4), 515-523.
Camras, L. A., Sun, K., Li, Y., & Wright, M. F. (2012). Do Chinese and American children's interpretations of parenting moderate links between perceived parenting and child adjustment?. Parenting, 12(4), 306-327.
Coyne, S. M., Padillawalker, L. M., Day, R. D., Harper, J., & Stockdale, L. (2014). A friend request from dear old dad:associations between parent-child social networking and adolescent outcomes. Cyberpsychology, Behavior and Social Networking, 17(1), 8-13.
Davidson, Tatiana M. C., & Esteban V. (2008). Parent-child communication and parental involvement in Latino adolescents. Journal of Early Adolescence, 29(1), 99-121.
Dekker, R., Engbersen, G., & Faber, M. (2015). The use of online media in migration networks. Population Space & Place, 22(6), 539-551.
Dong, B., Yu, D., Ren, Q., Zhao, D., Li, J., & Sun, Y. H. (2018). The resilience status of Chinese left-behind children in rural areas:A meta-analysis. Psychology Health & Medicine, 24(1), 1-13.
Guo, J., Ren, X., Wang, X., Qu, Z., Zhou, Q., Ran, C.,et al. (2015). Depression among migrant and left-behind children in china in relation to the quality of parent-child and teacher-child relationships. PloS one, 10(12), e0145606.
Hsiao, M. N., Tseng, W. L., Huang, H. Y., & Gau, S. S. (2013). Effects of autistic traits on social and school adjustment in children and adolescents:The moderating roles of age and gender. Research in Developmental Disabilities, 34(1), 254-265.
Kroliczek, E. (2015). The influence of social networking, video games and general computer usage on parent-child relations. Fields:journal of Huddersfield student research, 1(1), e12.
Larrañaga, E., Yubero, S., Ovejero, A., & Navarro, R. (2016). Loneliness, parent-child communication and cyberbullying victimization among Spanish youths. Computers in Human Behavior, 65, 1-8.
Levin, K. A., Dallago, L., & Currie, C. (2012). The association between adolescent life satisfaction, family structure, family affluence and gender differences in parent-child communication. Social Indicators Research,106(2), 287-305.
Mesch, G. S. (2016). Parent-child connections on social networking sites and cyberbullying. Youth & Society, 36(2), 131-140.
Meschke, L. L., & Juang, L. P. (2014). Obstacles to parent-adolescent communication in Hmong American families:Exploring pathways to adolescent mental health promotion. Ethnicity & Health, 19(2), 144-159.
Mckinney, C., Donnelly, R., & Renk, K. (2010). Perceived parenting, positive and negative perceptions of parents, and late adolescent emotional adjustment. Child & Adolescent Mental Health, 13(2), 66-73.
Popov, L. M., & Ilesanmi, R. A. (2015). Parent-child relationship:Peculiarities and outcome. Review of European studies, 7(5), 253-263.
Qin, Z., Luo, Y., Hao, C., Zhang, X., Deng, S., Zeng, W., et al. (2018). Migrate with parent(s) or not? developmental outcomes between migrant and left-behind children from rural china. Child Indicators Research. DOI:https://doi.org/10.1007/s12187-018-9578-8
Rudi, J., Dworkin, J., Walker, S., & Doty, J. (2015). Parents' use of information and communications technologies for family communication:differences by age of children. Information Communication & Society, 18(1), 78-93.
Su, S., Li, X., Lin, D., Xu, X., & Zhu, M. (2013). Psychological adjustment among left-behind children in rural china:The role of parental migration and parent-child communication. Child Care Health & Development, 39(2), 162-170.
Su, S., Li, X., Lin, D., & Zhu, M. (2017). Future orientation, social support, and psychological adjustment among left-behind children in rural china:A longitudinal study. Frontiers in Psychology, 8, 1309-1319.
Sun, X., Tian, Y., Zhang, Y., Xie, X., Heath, M. A., & Zhou, Z. (2015). Psychological development and educational problems of left-behind children in rural china. School Psychology International, 36(3), 227-252.
Tavassolie, T., Dudding, S., Madigan, A., Thorvardarson, E., & Winsler, A. (2016). Differences in perceived parenting style between mothers and fathers:Implications for child outcomes and marital conflict. Journal of Child & Family Studies, 25(6), 2055-2068.
Tabak, I., Mazur, J., Granado Alcon, M. D. C., Orkenyi, A., Zaborskis, A., Aasvee, K., et al. (2012). Examining trends in parent-child communication in Europe over 12 years. Journal of Early Adolescence,32(1), 26-54.
Wen, M., & Lin, D. (2012). Child development in rural china:Children left behind by their migrant parents and children of nonmigrant families. Child Development, 83(1), 120-136.
Zhao, J., Liu, X., & Wang, M. (2015). Parent-child cohesion, friend companionship and left-behind children's emotional adaptation in rural China.Child Abuse & Neglect, 48, 190-199.
Zhou, R., Wen, Z., Tang, M., & Disalvo, B. (2017). Navigating Media Use:Chinese Parents and Their Overseas Adolescent Children on WeChat. Conference on Designing Interactive Systems. ACM.
柴唤友, 孙晓军, 牛更枫, 崔曦曦, 连帅磊. (2016). 亲子关系、友谊质量对主观幸福感的影响:间接效应模型及性别差异. 中国临床心理学杂志, 24(3), 531-534.
段成荣, 吕利丹, 郭静, 王宗萍. (2013). 我国农村留守儿童生存和发展基本状况——基于第六次人口普查数据的分析. 人口学刊, 35(3), 37-49.
范兴华, 方晓义, 刘勤学, 刘杨. (2009). 流动儿童、留守儿童与一般儿童社会适应比较. 北京师范大学学报(社会科学版)(5), 33-40.
范兴华, 余思, 彭佳, 方晓义. (2017). 留守儿童生活压力与孤独感、幸福感的关系:心理资本的中介与调节作用. 心理科学, 40(2), 388-394.
方晓义, 张锦涛, 徐洁, 杨阿丽. (2004). 青少年和母亲知觉的差异及其与青少年问题行为的关系. 心理科学, 27(1), 21-25.
苏志强, 张大均, 邵景进. (2015). 社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用. 心理发展与教育, 31(2), 212-219.
田录梅. (2006). Rosenberg(1965)自尊量表中文版的美中不足. 心理学探新, 26(2), 88-91.
汪向东, 王希林, 马弘. (1999). 心理卫生评定量表手册. 北京:中国心理卫生杂志社.
杨盼盼, 周颖, 刘俊升. (2016). 父母心理控制与亲子关系质量的关系:儿童获益解释的调节作用. 中国临床心理学杂志, 24(5), 909-912.
杨青松, 周玲, 胡义秋, 朱翠英, 孙焕良. (2014). 亲子沟通对农村留守儿童的行为问题的影响:希望感的调节作用. 中国临床心理学杂志, 22(6), 1118-1120.
赵景欣, 刘霞, 李悦. (2013). 日常烦恼与农村留守儿童的偏差行为:亲子亲合的作用. 心理发展与教育, 29(4), 400-406.
赵景欣, 刘霞, 张文新. (2013). 同伴拒绝, 同伴接纳与农村留守儿童的心理适应:亲子亲合与逆境信念的作用. 心理学报, 45(7), 797-810.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
周宗奎, 孙晓军, 刘亚, 周东明. (2005). 农村留守儿童心理发展与教育问题. 北京师范大学学报(社会科学版),1, 72-80.
朱键军, 张卫, 喻承甫, 周莎莎, 孙国健, 甄霜菊. (2015). 学校氛围和青少年病理性网络游戏使用的关系:有调节的中介模型. 心理发展与教育, 31(2), 246-256.
邹泓, 刘艳, 张文娟, 蒋索, 周晖, 余益兵等. (2015). 青少年社会适应的保护性与危险性因素的评估. 心理发展与教育, 31(1), 29-36.
[1] WU Min, ZHANG Jie, YE Panqin, GONG Xi, YUAN Keman. Developmental Trajectories of Non-suicidal Self-injury in Left-behind Children: The Impact of Peer Victimization Patterns [J]. Psychological Development and Education, 2026, 42(4): 586-595.
[2] FAN Xinghua, JIN Jianing, YAN Lifei, LI Xiaotong, DENG Huixi. The Effect of Left-behind Adversity on the Developmental Trajectory of Personal Growth Initiative of Left-behind Children in Junior Middle School: The Mediation of the Developmental Trajectory of Social Support [J]. Psychological Development and Education, 2026, 42(3): 427-436.
[3] XIE Qingbin, LIN Siting, CHEN Zekai, XU Yao, LI Yan. Interaction between Behavioral Self-regulation and Social Adjustment in 4~5 Years Old Children: The Inhibitory Effect of Unsociability [J]. Psychological Development and Education, 2025, 41(6): 770-776.
[4] FAN Xinghua, YAN Lifei, JIN Jianing, LI Xiaotong, DENG Huixi, YU Si. Effect of the Development of Parental Care on the Development of General Well-being In Grade 4~6 Left-behind Rural Children: The Moderating Role of Positively Interpreting Life [J]. Psychological Development and Education, 2025, 41(6): 859-868.
[5] HU Yiqiu, HE Zhen, ZENG Zihao, LIU Shuangjin, YANG Qin, FANG Xiaoyi. The Effect of Parent-child Relationship on Adolescent Aggression Behavior: The Mediating Role of Mindfulness and the Moderation Role of NR3C1 Gene rs41423247 Polymorphism [J]. Psychological Development and Education, 2025, 41(4): 561-570.
[6] XU Shanshan, HUANG Shuzhen, CUI Xiumin, CHEN Hui, LIN Xiuyun. Reciprocal Relations between Interpersonal Sensitivity and Problem Behaviors among Left-behind Children: Between- and Within-person Effects [J]. Psychological Development and Education, 2025, 41(1): 86-98.
[7] HUANG Qiang, HOU Jinqin, CHEN Zhiyan. A Study on Exploring Factors Related to Peer Victimization from a Home-school Cooperation Perspective:A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(6): 845-852.
[8] ZHU Jingjing, ZHANG Zhenzhen, LI Yan. The Relation between Maternal Depression and Children’s Social Adjustment: The Mediating Roles of Maternal Distress Reaction and Parent-child Conflict [J]. Psychological Development and Education, 2024, 40(5): 675-686.
[9] LI Xi, ZHANG Pengcheng, WANG Haibin. The Effects of Parent-child Relationship on Depression among Rural Primary and Secondary School Boarders: Analyses Based on Variable Center and Person Center [J]. Psychological Development and Education, 2024, 40(4): 524-532.
[10] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[11] WANG Yingjie, ZHANG Yi, ZHANG Meixia, LI Yan. The Relationship between Maternal Mindfulness and Child Problem Behaviors: The Chain Mediating Effect of Mindful Parenting and Parent-child Relationship [J]. Psychological Development and Education, 2023, 39(2): 184-191.
[12] WANG Ying, ZHU Haidong, ZHANG Xinyi, XIAO Yan. The Influence of Parent-child Attachment on the Executive Function of Left-behind Preschool Children: Grandparent-child Attachment as a Mediator and Moderator [J]. Psychological Development and Education, 2022, 38(2): 195-206.
[13] WANG Xu, LIU Yanling, LIN Jie, LIU Chuanxing, WEI Lingzhen, QIU Hanyu. The Effect of Parent-child Relationship on Mental Health of Middle School Students: The Chain Mediating Role of Social Support and Psychological Suzhi [J]. Psychological Development and Education, 2022, 38(2): 263-271.
[14] LIANG Xi, WANG Zhengyan, YU Jie. Family Socioeconomic Status and Toddlers' Social Adjustment in Rural-to-urban Migration and Urban Families: The Roles of Maternal Sensitivity and Attachment Security [J]. Psychological Development and Education, 2021, 37(6): 792-799.
[15] ZHANG Guangzhen, LIANG Miao, LIANG Zongbao. A Longitudinal Study of the Influence of Parenting Styles on Social Adjustment of Preschool Children: Mediating Effects of Self-control [J]. Psychological Development and Education, 2021, 37(6): 800-807.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd