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<p>School adaptation among high school students plays a pivotal role in their mental health. This study explored the associations between family functioning (T1), father-child and mother-child relationships (T2), self-directed learning (T3), and school adaptation (T4) in high school students. Using Ecological Systems Theory, Social Learning Theory, and Self-Determination Theory as its framework, this longitudinal study surveyed 1,348 high school students in Southwest China, with data collected at four time points: November 2020 (T1), September 2021 (T2), December 2021 (T3), and June 2022 (T4). The findings revealed that positive correlations exist among all variables. This study found several novel results. Parent-child relationships and self-directed learning served as chain mediators between family functioning and school adaptation. Compared to father-child relationships, mother-child relationships had a stronger positive impact on students’ self-directed learning. In contrast to mother-child relationships, father-child relationships exerted a greater positive impact on students’ school adaptation. Additionally, group analysis showed that, compared to girls, the father-child relationships had a stronger positive impact on boys’ school adaptation. Conversely, self-directed learning had a stronger positive impact on girls’ school adaptation than on boys. Accordingly, the study suggests several educational strategies to enhance high school students’ adaptation to school, including holding regular family meetings, involving students in household affairs, and encouraging joint decision-making.</p>

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The longitudinal relationship between high school students’ family functioning and school adaptation: the chain mediating roles of parent-child relationships and self-directed learning

  • 期刊论文

  • 发表日期：

    2025年3月29日

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  • Tiangui Tang,
  • Zeliang Yuan,
  • Xiaofan Peng,
  • Yangu Pan,
  • Ting Wang,
  • Liping Yang

摘要

School adaptation among high school students plays a pivotal role in their mental health. This study explored the associations between family functioning (T1), father-child and mother-child relationships (T2), self-directed learning (T3), and school adaptation (T4) in high school students. Using Ecological Systems Theory, Social Learning Theory, and Self-Determination Theory as its framework, this longitudinal study surveyed 1,348 high school students in Southwest China, with data collected at four time points: November 2020 (T1), September 2021 (T2), December 2021 (T3), and June 2022 (T4). The findings revealed that positive correlations exist among all variables. This study found several novel results. Parent-child relationships and self-directed learning served as chain mediators between family functioning and school adaptation. Compared to father-child relationships, mother-child relationships had a stronger positive impact on students’ self-directed learning. In contrast to mother-child relationships, father-child relationships exerted a greater positive impact on students’ school adaptation. Additionally, group analysis showed that, compared to girls, the father-child relationships had a stronger positive impact on boys’ school adaptation. Conversely, self-directed learning had a stronger positive impact on girls’ school adaptation than on boys. Accordingly, the study suggests several educational strategies to enhance high school students’ adaptation to school, including holding regular family meetings, involving students in household affairs, and encouraging joint decision-making.