The goal of the present study was to explore the potential moderating role of quality of Parent–child relationships in the relations between child shyness and peer difficulties across the transition to middle school. Participants were 215 children attending public primary schools in Shanghai, People’s Republic of China, who were followed from Grade 5 to Grade 6. Children reported on the quality of their relationships with mothers and fathers (conflict, support), while peer-nominations were used to assess shyness, peer rejection, and peer victimization. Among the results, shyness in Grade 5 was positively associated with peer rejection and peer victimization in Grade 6. The associations between shyness and peer relationship difficulties were stronger among Parent–child relationships characterized by higher levels of conflict and lower levels of support and attenuated among Parent–child relationships characterized by lower levels of conflict and higher levels of support. Gender differences were also found; parent support moderated the relations between shyness and peer difficulties, for girls, but not for boys. At lower levels of parent support, the association between shyness and peer difficulties among girls were stronger. Taken together, the findings offer evidence that the quality of Parent–child relationships function as a moderator, providing support for the Goodness-of-Fit model.

本研究的目的是探讨亲子关系质量在向中学过渡期间儿童害羞和同伴困难之间的关系中的潜在调节作用。参与者是在中华人民共和国上海的公立小学就读的 215 名儿童，他们从 5 年级到 6 年级被跟踪。儿童报告了他们与父母的关系（冲突、支持）的质量，同时使用了同伴提名评估害羞、同伴拒绝和同伴受害。在这些结果中，5 年级的害羞与 6 年级的同伴排斥和同伴受害呈正相关。害羞与同伴关系困难之间的关联在冲突水平较高和支持水平较低的亲子关系中更强，而在冲突水平较低和支持水平较高的亲子关系中减弱。还发现了性别差异；父母的支持缓和了害羞和同伴困难之间的关系，对女孩来说，但对男孩没有。在父母支持水平较低的情况下，女孩的害羞和同伴困难之间的关联更强。综上所述，研究结果证明亲子关系的质量起到调节作用，为拟合优度模型提供支持。还发现了性别差异；父母的支持缓和了害羞和同伴困难之间的关系，对女孩来说，但对男孩没有。在父母支持水平较低的情况下，女孩的害羞和同伴困难之间的关联更强。综上所述，研究结果证明亲子关系的质量起到调节作用，为拟合优度模型提供支持。还发现了性别差异；父母的支持缓和了害羞和同伴困难之间的关系，对女孩来说，但对男孩没有。在父母支持水平较低的情况下，女孩的害羞和同伴困难之间的关联更强。综上所述，研究结果证明亲子关系的质量起到调节作用，为拟合优度模型提供支持。