Academic adjustment is an important task for students, traditionally encompassing three major constructs: academic motivation (e.g., academic self-efficacy), engagement (e.g., persistence with schoolwork), and achievement (e.g., grade point average). Although theoretical links between parent–child attachment and academic adjustment have been proposed, comprehensive meta-analyses investigating this relationship are lacking. To achieve a more thorough understanding, we incorporated data from children and adolescents, considering both categorical and continuous attachment measures. Through a series of multilevel meta-analyses, we examined the magnitude of the relationship between parent–child attachment and academic achievement, motivation, and engagement. We retrieved 178 effect sizes from 45 studies assessing 47 independent samples (53,619 students) through a systematic literature search. The key findings are as follows: attachment security was positively related to academic achievement (r = .132), while attachment insecurity, whether avoidant (r = − .154) or anxious (r = − .081) attachment, was negatively associated with academic achievement. Moreover, attachment security was positively related to motivation (r = .161) and engagement (r = .229). Notably, the type of attachment measures moderated the association between attachment security and academic achievement. In addition, gender was found to moderate the association between attachment security and academic motivation. Our findings are crucial for understanding the association between parent–child attachment and academic adjustment.

学业调整对学生来说是一项重要任务，传统上包含三个主要构成：学业动机（例如学业自我效能）、参与度（例如坚持完成学业）和成就（例如平均成绩）。尽管已经提出了亲子依恋与学业适应之间的理论联系，但缺乏调查这种关系的全面荟萃分析。为了获得更彻底的理解，我们纳入了儿童和青少年的数据，同时考虑了分类依恋和持续依恋测量。通过一系列多层次的荟萃分析，我们研究了亲子依恋与学业成就、动机和参与度之间关系的严重程度。我们通过系统文献检索从评估 47 个独立样本（53,619 名学生）的 45 项研究中检索了 178 个效应量。主要发现如下：依恋安全感与学业成绩呈正相关 ( r = .132)，而依恋不安全感，无论是回避型 ( r = − .154) 还是焦虑型 ( r = − .081) 依恋，均与学业成绩呈负相关。学术成就。此外，依恋安全感与动机 ( r = .161) 和参与度 ( r = .229) 呈正相关。值得注意的是，依恋措施的类型调节了依恋安全与学业成绩之间的关联。此外，性别被发现可以调节依恋安全感和学业动机之间的关联。我们的研究结果对于理解亲子依恋与学业调整之间的关系至关重要。