<p>Despite growing scholarly attention to attributes of positive youth development (PYD), researchers have seldom examined the associations between adolescents’ relationships with significant others (e.g., parents, teachers, and peers) and attributes of PYD and seldom examined them among adolescents in rural China. In our study, we investigated the direct and indirect effects of parent–child, teacher–student, and student–student relationships on attributes of PYD among adolescents in rural China with and without left-behind experience. By analyzing data from adolescents in two schools located in less-developed rural China in a moderated mediation model, we found that teacher–student relationships directly predicted attributes of PYD as well as indirectly affected them by partly mediating student–student relationships. Though parent–child relationships moderated the associations between attributes of PYD and both teacher–student and student–student relationships, differential patterns emerged; whereas the moderation effect‌ of parent–child relationships between teacher–student relationships and attributes of PYD was significant for all adolescents, its influence between student–student relationships and attributes of PYD was significant only for adolescents with left-behind experience.</p>