To verify the statistical significance of the mediating effects that self-esteem and peer attachment exert on the relationships between parental abuse and neglect and adolescents’ school adjustment, a bootstrapping method was used. The mediating effects that self-esteem and peer attachment exerted on the relationships between parental abuse and adolescents’ school adjustment (indirect effect: −.019, p < .05) and between parental neglect and adolescents’ school adjustment (indirect effect: −.169, p < .01) were both statistically significant. To verify the statistical significance of specific indirect effects, the results of using phantom variables are displayed in Table 3. The relationship between parental abuse and adolescents’ school adjustment was mediated by self-esteem. On the other hand, three statistically significant mediated models showed the pathways among parental neglect, adolescents’ self-esteem, peer attachment, and school adjustment 翻译这段话
理解问题To verify the statistical significance of the mediating effects that self-esteem and peer attachment exert on the relationships between parental abuse and neglect and adolescents’ school adjustment, a bootstrapping method was used. The mediating effects that self-esteem and peer attachment exerted on the relationships between parental abuse and adolescents’ school adjustment (indirect effect: −.019, p < .05) and between parental neglect and adolescents’ school adjustment (indirect effect: −.169, p < .01) were both statistically significant. To verify the statistical significance of specific indirect effects, the results of using phantom variables are displayed in Table 3. The relationship between parental abuse and adolescents’ school adjustment was mediated by self-esteem. On the other hand, three statistically significant mediated models showed the pathways among parental neglect, adolescents’ self-esteem, peer attachment, and school adjustment 翻译这段话
已完成理解「To verify the statistical significance of the mediating effects that self-esteem and peer attachment exert on the relationships between parental abuse and neglect and adolescents’ school adjustment, a bootstrapping method was used. The mediating effects that self-esteem and peer attachment exerted on the relationships between parental abuse and adolescents’ school adjustment (indirect effect: −.019, p < .05) and between parental neglect and adolescents’ school adjustment (indirect effect: −.169, p < .01) were both statistically significant. To verify the statistical significance of specific indirect effects, the results of using phantom variables are displayed in Table 3. The relationship between parental abuse and adolescents’ school adjustment was mediated by self-esteem. On the other hand, three statistically significant mediated models showed the pathways among parental neglect, adolescents’ self-esteem, peer attachment, and school adjustment 翻译这段话」
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该研究运用了bootstrapping方法来检验自尊和同伴依恋在父母虐待和忽视与青少年学校适应关系中作为中介效应的统计显著性。结果显示，自尊在父母虐待与青少年学校适应之间的中介效应（间接效应：-0.019，p < 0.05）以及在父母忽视与青少年学校适应之间的中介效应（间接效应：-0.169，p < 0.01）均在统计学上是显著的。为了验证特定间接效应的统计显著性，表3列出了使用虚拟变量的结果。自尊被发现中介了父母虐待与青少年学校适应之间的关系。另一方面，三个统计显著的中介模型揭示了父母忽视、青少年自尊、同伴依恋和学校适应之间的路径。
家庭虐待和忽视对青少年学校适应的影响以及自尊和同伴依恋的中介作用
家庭虐待和忽视对青少年的学校适应有直接影响，同时自尊和同伴依恋在这一关系中起到中介作用。研究表明，父母的虐待和忽视与青少年的学校适应呈负相关，而自尊则与学校适应呈正相关。回归分析结果揭示了学校适应受到直接和间接的影响：父母的虐待直接影响青少年的学校适应，并通过自尊产生间接影响；父母的忽视同样直接影响青少年的学校适应，并通过自尊产生间接影响。这些结果表明，自尊在父母虐待与学校生活适应之间的关系中扮演了关键变量的角色，也在父母忽视与学校生活适应之间起到关键作用。134
父母依恋对青少年问题行为的中介作用
父母依恋在青少年问题行为的形成过程中可能起到中介作用。研究分析了不良童年经历（ACEs）与青少年问题行为（CPV）之间的关系是否通过不安全的依恋关系进行中介。2
父母婚姻冲突、自尊和青少年问题行为的关系
父母婚姻冲突可能通过影响青少年的自尊，进而影响他们的问题行为。研究评估了父母-子女依恋和自尊是否在父母婚姻冲突与青少年问题行为增加之间的关系中起到中介作用。6
学校参与度在父母拒绝与青少年网络过度使用之间的中介作用
学校参与度在父母拒绝与青少年网络过度使用（PMPU）之间的关系中具有显著的中介作用。通过Bootstrapping分析显示，学校参与度在这一关系中的中介效应是显著的。7
同伴关系、自尊和青少年问题行为的关联
自尊在同伴关系和青少年问题行为之间起到中介作用。研究表明，自尊可以调节同伴关系对青少年问题行为的影响。8
避免型依恋在童年虐待、依恋风格和自我控制之间的中介作用
避免型依恋可能在童年虐待或依恋风格与自我控制之间的关系中起到中介作用。然而，研究未能直接识别童年虐待或依恋风格与自我控制之间的直接关系。9
家庭沟通、家庭暴力、问题性互联网使用、焦虑和青少年心理健康的关系
研究旨在探索家庭沟通、家庭暴力、问题性互联网使用、焦虑等因素与青少年心理健康之间的关系。10