How memories of childhood parental rejection and maladjustment predict academic performance among adults with special needs

IF 1.4 Q3 EDUCATION, SPECIAL
Muhammad Mussaffa Butt, Ahmed Altaf, Brien K. Ashdown, Ronald P. Rohner
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Abstract

Interpersonal acceptance–rejection theory (IPARTheory) claims that when people perceive themselves to be accepted (rather than rejected) by important others in their lives, they tend to have greater psychological adjustment. Previous research shows that higher levels of adjustment are related to better academic performance, for young adults both with and without disabilities or impairments. Participants (n = 202; 54.9% men, 45.1% women) who had visual impairments (n = 71; 49.2% men, 50.8% women), hearing impairments (n = 70; 58.6% men, 41.4% women) or other physical impairments (n = 61; 57.4% men, 42.6% women) completed questionnaires about their childhood experiences of parental acceptance–rejection and their current level of psychological adjustment. Additionally, the participants' grade point averages were collected from their instructors. Correlations, multivariate analysis of covariance (MANCOVA) and path analysis demonstrated that psychological maladjustment mediated the relationship between perceived parental rejection and academic achievement. Moreover, psychological maladjustment was shown to have a greater impact on academic achievement among respondents with ‘other’ physical impairments than those with visual or hearing impairments. These findings emphasise the importance for parents to be warm and accepting in their interactions with their offspring to maximise their offspring's psychological adjustment and academic performance.

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童年被父母拒绝和不适应的记忆如何预测有特殊需要的成年人的学习成绩
人际接受-拒绝理论(IPARTheory)认为,当人们认为自己被生活中重要的人接受(而不是拒绝)时,他们往往有更大的心理调适能力。先前的研究表明,对于有或没有残疾或损伤的年轻人来说,更高水平的适应能力与更好的学习成绩有关。有视觉障碍(n = 71;男性49.2%,女性50.8%)、听力障碍(n = 70;男性58.6%,女性41.4%)或其他身体障碍(n = 61;男性57.4%,女性42.6%)的参与者(n = 202;男性54.9%,女性45.1%)完成了关于童年父母接受-拒绝经历和当前心理调整水平的问卷调查。此外,参与者的平均成绩是从他们的导师那里收集的。相关分析、多变量协方差分析(MANCOVA)和通径分析表明,心理失调在父母拒绝感与学业成绩之间起中介作用。此外,心理失调对有“其他”身体障碍的受访者的学业成绩的影响比有视觉或听力障碍的受访者更大。这些发现强调了父母在与子女互动时保持温暖和接纳的重要性,以最大限度地提高子女的心理适应和学业成绩。
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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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