Research has shown that moral emotions are related to adolescents’ school adjustment and problems. However, it is unclear how the family plays a role in affecting adolescent family-based moral emotion and responsibility, which in turn influence school adjustment. This study examined age and gender differences in moral emotion and responsibility based on family moral events, and, more important, how family cohesion, family-based moral emotion and responsibility were related to adolescent school adjustment including externalizing behaviors and academic problems. The participants included 755 adolescents in 4?6?8 and 10 grades from 3 schools in Shanghai. The children were asked to complete questionnaires concerning moral emotions and responsibilities based on family moral events (adapted from Brown, et al., 2008). Theyalso reported on family cohesion using the revised FES-CV (Zou,et al., 1991). Teachers were asked to rate the school-related externalizing behaviors and academic problems for each participant using the teacher–child rating scale (adapted from Hightower et al., 1986). 　　The multivariate analysis yielded the following results. There were significant effects for age, F（15,2051）=12.89, Wilk’sλ=.92, p<.001, η2=.08; for gender, F（5,743）=5.11，Wilk’s λ=.90， p<.001，η2=.03；for Age * Gender interaction, F（15,2051）=1.86.，Wilk’s λ=.96，p<.05，η2=0.01. Girls had significantly higher scores than boys on family-based responsibility and cohesion. Boys displayed more externalizing behaviors and academic difficulties than girls. Grade 4 students seemed to be an important time in adolescent development of school adjustment. Boys at grade 4 had more school problems than girls. Regression analysis showed that family cohesion positively predicted family-based responsibility (β＝.09，SE= .018，p<.01), and family-based moral emotions (β＝.10，SE= .02，p<.01). Family-based responsibility predicted externalizing behaviors (β＝.10，SE= .041，p<.01)and academic problems (β＝.08，SE= .042，p<.01). However, family-based moral emotions did not predict school outcomes. Regression analysis and structural equation modeling also revealed that family-based responsibilities were associated with family cohesion and school problems ( χ2(25)=64.10，CFI=.97，TLI=.96，SRMR=.03，RMESA=.05). Family cohesion positively had direct and indirect effects on school problems. In addition, family-based responsibilities partially mediated the effects of family cohesion on school problems. These results help us to understand the role of Chinese family in the development of family cohesion, family-based moral emotion, responsibility, and school adjustment. The study also has implications for family-based prevention and intervention