LAUSR

BACKGROUND Loneliness and depression are common emotional problems among left-behind children, and these emotional problems may have a high correlation with attachment relationships. AIMS This study aimed to investigate the effects of parent-child attachment on left-behind children's loneliness and depression and the mediating roles of peer attachment and teacher-student relationship and their gender differences. METHODS Using two waves of data, 614 left-behind children participated in the longitudinal study by completing a series of relevant questionnaire two times (spaced 6 months). RESULTS The results showed that (1) both father-child attachment and mother-child attachment could negatively predict the loneliness and depression of left-behind children. Further, mother-child attachment has a greater predictive effect on loneliness. (2) Peer attachment played a mediating role in parent-child attachment and left-behind children's loneliness; teacher-student relationship played a mediating role in parent-child attachment and left-behind children's loneliness and depression. (3) The scores of girls were higher than those of boys in the four types of attachment relationships; the mediating role of teacher-student relationship between parent-child attachment and depression was significant only among boys. CONCLUSIONS This study explored the factors that may have impacts on left-behind children's loneliness and depression as well as its potential mechanism and their gender differences based on the perspective of multiple-attachment theory. These results emphasize the important role of close parent-child attachment in reducing loneliness and depression among left-behind children, as well as the necessary mediating role of peer attachment and teacher-student relationships. These findings provide some valuable recommendations for preventing left-behind children's loneliness and depression.