Child maltreatment has been an issue of concern worldwide. This study aims to explore the relationship between child maltreatment and children’s teacher-student relationships/peer relationships and the mechanisms of the relationship. Data were collected at two intervals of 12 months from 1,037 school-aged children (M = 9.57, SD = 0.65). This study divided child maltreatment into emotional and physical maltreatment. Both types of maltreatment were negatively associated with children’s teacher-student and peer relationships. After controlling for demographic variables, both cognitive reappraisal and expressive suppression fully mediated the effects of emotional maltreatment on both types of interpersonal relationships. In addition, expressive suppression also partially mediated between physical maltreatment and teacher-student relationships, and fully mediated between physical maltreatment and peer relationships. The current study provides an understanding of how different types of child maltreatment affect children’s relationships. This study also provides timely and necessary research to prevent and intervene in the harm that maltreatment causes to children.

虐待儿童一直是全世界关注的问题。本研究旨在探讨虐待儿童与儿童师生关系/同伴关系的关系及其机制。从 1,037 名学龄儿童 ( M  = 9.57, SD = 0.65)。这项研究将儿童虐待分为情感虐待和身体虐待。两种类型的虐待都与儿童的师生关系和同伴关系呈负相关。在控制人口统计学变量后，认知重评和表达抑制都完全调节了情绪虐待对两种人际关系的影响。此外，表达抑制在肢体虐待与师生关系之间也有部分中介作用，在肢体虐待与同伴关系之间也有完全中介作用。目前的研究提供了对不同类型的儿童虐待如何影响儿童关系的理解。本研究还提供及时和必要的研究，以预防和干预虐待对儿童造成的伤害。