The Interaction Between Parent–Child Attachment and the School Social Environment in Predicting Adolescents’ Psychosocial Adjustment

Fiktina Vifri; Wulansari

doi:10.59890/ijeps.v4i3.415

Authors

Fiktina Vifri Ngudi Waluyo University
Wulansari Ngudi Waluyo University

DOI:

https://doi.org/10.59890/ijeps.v4i3.415

Keywords:

Parent–Child Attachment, School Social Environment, Psychosocial Adjustment, Adolescents, Urban Areas

Abstract

The increasing prevalence of mental health problems among adolescents necessitates a deeper understanding of the protective factors within their developmental ecosystem. This study aimed to examine the role of parent–child attachment and the school social environment as predictors of adolescents’ psychosocial adjustment. Using a quantitative correlational approach, the study involved 360 students (10th and 11th grade) from two senior high schools in urban areas selected through stratified random sampling. The research instruments consisted of a parent–child attachment scale, a school social environment scale, and a psychosocial adjustment scale, all of which had been tested for validity and reliability. Data were analyzed using multiple linear regression. The findings revealed that parent–child attachment and the school social environment simultaneously had a significant effect on adolescents’ psychosocial adjustment R^2 = 0.466, \ p < 0.001. Partially, secure parental attachment provided a stable emotional foundation, while a supportive urban school environment functioned as a buffer against social stressors. These findings underscore the importance of synergy between domestic and institutional roles (the mesosystem) in mitigating mental health risks and supporting successful adolescent identity transitions within complex urban environments.

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