According to attachment theory, children’s early experiences with their primary caregivers, in terms of protection and security, are the basis for socioemotional development and for the establishment of close relationships throughout their lives. During adolescence, friends and peers become a primary developmental environment, and thereby establishing quality bonds with peers will foster good psychological adjustment. The aim of the present study was to review the evidence on the relation of parental attachment to the quality of peer relationships during adolescence. A systematic review was conducted according to the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The search was performed in the PsycInfo, Scopus, and Web of Science (WOS) databases. Inclusion criteria were studies published since 2001, in English, that are academic publications in scientific journals, that explore adolescence, and that analyze the relationship between attachment styles and adolescent peer interactions. The search resulted in 1438 studies, of which 19 studies met the criteria and were included in the review. The results highlighted that secure attachment predicts and promotes the creation of affective relationships with peers and friends based on communication, support, intimacy, trust, and quality. In addition, some variables, such as gender differences or family characteristics, were found to be involved in attachment and provide a better understanding.

This study analyzes the relationship of parental involvement and school adjustment among secondary students considering their school integration, school satisfaction, and prosocial disposition. The analysis also considers academic performance through the grade retention. Study sample was 1043 Spanish adolescents aged between 12 and 17 years (51.5% girls, M = 14.21, SD = 1.38). A factorial (3x2x2x2) multivariate analysis of variance (MANOVA) was applied for the outcome variables of school integration, school satisfaction, and prosocial behavior, with parental educational involvement, grade retention, sex, and age as independent variables. The results show that both parental involvement and academic performance are positively related to school adjustment. In addition, parental involvement influences adolescents’ school adjustment, regardless of academic performance, being a protective factor in that adjustment.

This study analyzes the relationship of the four parenting styles, authoritative, authoritarian, indulgent, and neglectful, with Internet addiction and online gambling addiction. Study sample was 512 adolescents aged between 16 and 21 years (63.9% females, , ). A 4 × 2 × 2 MANOVA was applied for the outcome variables of Internet addiction (loss of control, emotional need and dependence) and gambling (anticipation, desire, and relief) with parenting style (authoritative, authoritarian, indulgent, and neglectful), sex (boy vs. girls), and age (16-18 years old vs. 19-21 years old) as independent variables. The results provide evidence of the relationship between parenting styles and technological addictions, showing that parenting characterized by the use of practices of involvement and acceptance (authoritative and indulgent parenting) can act as protective factors for Internet addiction and online gambling addiction. On the contrary, authoritarian parenting, characterized by the use of strictness and imposition practices, would act as a risk factor for Internet addiction and online gambling addiction. The protective and risk effects of parenting styles over adolescents’ technological addictions take place irrespective of their sex and age.