This two-year longitudinal study investigates the evolving relations between maternal warmth and power assertion and school and psychological adjustment among 2,097 Chinese children (Mage = 10.25 years, 50.7% boys). Data were collected from multiple sources, including self-reports, peer nominations, teacher ratings, and school records. Latent change score modeling was employed to analyze developmental changes in parenting and child adjustment. The findings revealed significant growth patterns in both maternal warmth and power assertion over time. Children with mothers exhibiting higher initial maternal warmth tended to demonstrate greater academic improvements, while those with mothers displaying higher initial power assertion tended to show poorer academic performance and maladjustment in social and psychological domains, when controlling for child gender, maternal education, and corresponding child adjustment at Time 1. Children’s initial social competence enhanced the growth of maternal warmth and decelerated the increase in maternal power assertion. Conversely, children’s initial peer victimization and psychological problems hindered the growth of maternal warmth and accelerated the increase in maternal power assertion. These results suggest that maternal warmth and power assertion have significant implications for children’s adjustment, underscoring the importance of parental involvement and the complex processes of socialization in Chinese society.