Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (2): 228-239.doi: 10.16187/j.cnki.issn1001-4918.2020.02.12

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The Parallel Mediating Role of Self-stigma and Resilience in the Relationship Between Attachment and Mental Health of Junior High School Orphan Students

WANG Jiangyang1, LI Angyang2,3, NIE Jiaxin4   

  1. 1. School of Educational Science, Shenyang Normal University, Shenyang 110034;
    2. Faculty of Psychology, Beijing Normal University, Beijing 100875;
    3. Beijing Key Laboratory of Applied Experimental Psychology, Beijing 100875;
    4. School of Sociology, Shenyang Normal University, Shenyang 110034
  • Published:2020-03-19

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Abstract: The present study explored the influence of teacher-student attachment,peer attachment on the junior high school orphan students' mental health,and the parallel mediating effects of self-stigma and resilience. 520 junior high school orphan students participated in this investigation. Results indicated that:(1) Both teacher-student attachment and peer attachment significantly and positively predicted junior high school orphan students' mental health directly, but teacher-student attachment played a greater and more important role. (2) Self-stigma and resilience were the parallel mediating variables of attachment in predicting mental health of junior high school orphan students. The negative mediating effect of self-stigma was greater than the positive mediating effect of resilience. (3) The effect of teacher-student attachment on mental health of junior high school orphan students was totally mediated by self-stigma and resilience. In contrast, the effect of peer attachment on mental health of junior high school orphan students was partially mediated by self-stigma and resilience. The results provided theoretical and practical evidences for the mental health education of orphans in welfare centralized support schools in China.

Key words: mental health, attachment, self-stigma, resilience, junior high school orphan students

CLC Number: 

  • B844
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