Pathways between parent attachment and student well-being in Mataram : the mediating role of teacher-student relationship and peer attachment

Abstract

The study investigates the pathways between parent attachment and student wellbeing in Mataram, focusing on the mediating roles of teacher-student relationships and peer attachment. Well-being is an urgent topic to raise because of its ability to prevent mental health issues. Understanding well-being well will be an advocacy for policy makers to prevent mental health problems in the educational context. Most research has looked at the influence of social and attachment on well-being, but analysis of the conceptualization of attachment models experienced by adolescents at school is still very rarely carried out. Using the school well-being model by Konu & Rimpela (2002), a quantitative approach with a non-experimental design was employed, using multi-cluster sampling to select 481 high school students from seven schools in Mataram as participants. The data were analyzed using descriptive statistics and linear regression with PROCESS mediation tools. The analysis revealed significant relationships between parent attachment and both mediators (peer attachment and teacher-student relationship), which in turn correlate to students' well-being directly or indirectly. In this research, teacher-student relationship mediation has a higher coefficient value than peer attachment on the relationship between parent attachment and students' well-being. The study concludes that attachment formed with parents, teachers, and peers substantially impacts the well-being of students, highlighting the importance of these relationships in educational settings. Future research is suggested to explore these dynamics further, particularly through longitudinal studies and in different cultural contexts.