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Objectives This study investigated whether peer attachment moderates the mediating effect of academic stress on the relationship between parental achievement pressure and school adjustment in middle school students. Methods Data from the 2021 Panel Study on Korean Children (PSKC) involving 1,348 first-year middle school students were utilized in this study. The SPSS PROCESS macro version 4.0 software was employed to analyze the mediating (Model 4), moderating (Model 1), and moderated mediating effect (Model 14). Results First, parental achievement pressure indirectly affected school adjustment through academic stress in middle school students. Second, the impact of academic stress on school adjustment was moderated by peer attachment. Finally, the indirect effect of parental achievement pressure on school adjustment through academic stress was moderated by peer attachment. Conclusions This study demonstrates how peer attachment moderates the impact of parental and psychological factors on school adjustment among middle school students. It emphasizes the significance of interaction between social-relational and psychological factors on school adjustment during adolescence.
Misuk Cha (Sat,) studied this question.