The influence of left-behind experience on the quality of intimate relationship among Chinese college students: the mediating role of attachment

Background Attachment theory posits that individuals develop internal working models of attachment through interactions with caregivers during early childhood, which subsequently influence the establishment of later relationships. In the context of social change in China, individuals with left-behind experience undergo prolonged separation from primary caregivers and experience changes in caregiving during critical developmental periods. This unique upbringing raises concerns about the long-term effects of left-behind experiences on adult intimate relationships.This study aims to examine the impact of left-behind experience on the quality of intimate relationships among Chinese college students and to explore the underlying mechanisms from the perspective of attachment theory. Methods A total of 609 college students (Mage = 20.37 ± 2.32 years; 356 with left-behind experience, 253 without left-behind experience) participated in this study. Measures assessed the quality of early parent-child relationships, adolescent friendship quality, adult attachment styles, and the quality of intimate relationships. Data were analyzed to test both direct effects and mediating pathways based on attachment theory. Results Left-behind experience exerted a negative impact on the quality of early parent-child relationships, adolescent friendship quality, adult attachment styles, and the intimacy quality of college students. Furthermore, based on the attachment theory, the stability of attachment among college students with left-behind experience (CSWLBE) was found to be more stable and aligned with the "prototype perspective," while those without left-behind experience (CSOLBE) was more consistent with the "revisionist perspective." Conclusion Left-behind experiences during childhood have enduring adverse effects on the development of intimate relationships in adulthood, mediated through attachment-related processes. These findings highlight the necessity of early interventions to support secure attachment formation among left-behind children, which may contribute to improved relational outcomes in later life.