Parent-child Relationship and School Adjustment:the Mediating of Regulatory Emotional Self-efficacy

Objective: To explore the association of school adjustment with parent-child relationship and regulatoryemotional self-efficacy(RESE) in junior high school students. Methods: 1293 junior high school students from grade oneand grade two were surveyed by using questionnaires of School Adaptation for Junior Students Scale,Family Adaptation andCohesion Evaluation Seals,the Conflict between Teenagers and Parenthood Scale and RESE scale. Results: Parent-childcohesion and RESE were significantly positively correlated to early adolescents’ school adjustment,and parent-child con-flict was significantly negatively correlated to school adjustment; RESE was found to partly mediate the association betweenparent-child relationship quality and early adolescents’ school adjustment. Conclusion: The findings suggest that bothparent-child relationship and RESE are important factors influencing early adolescents’ school adjustment.