Muhammad Mussaffa Butt, Ahmed Altaf, Brien K. Ashdown, Ronald P. Rohner
{"title":"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","authors":"Muhammad Mussaffa Butt, Ahmed Altaf, Brien K. Ashdown, Ronald P. Rohner","doi":"10.1111/1467-8578.70044","DOIUrl":null,"url":null,"abstract":"<p>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 (<i>n</i> = 202; 54.9% men, 45.1% women) who had visual impairments (<i>n</i> = 71; 49.2% men, 50.8% women), hearing impairments (<i>n</i> = 70; 58.6% men, 41.4% women) or other physical impairments (<i>n</i> = 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.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"440-448"},"PeriodicalIF":1.4000,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How memories of childhood parental rejection and maladjustment predict academic performance among adults with special needs\",\"authors\":\"Muhammad Mussaffa Butt, Ahmed Altaf, Brien K. Ashdown, Ronald P. Rohner\",\"doi\":\"10.1111/1467-8578.70044\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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 (<i>n</i> = 202; 54.9% men, 45.1% women) who had visual impairments (<i>n</i> = 71; 49.2% men, 50.8% women), hearing impairments (<i>n</i> = 70; 58.6% men, 41.4% women) or other physical impairments (<i>n</i> = 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.</p>\",\"PeriodicalId\":46054,\"journal\":{\"name\":\"British Journal of Special Education\",\"volume\":\"52 3\",\"pages\":\"440-448\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-06-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Special Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.70044\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Special Education","FirstCategoryId":"1085","ListUrlMain":"https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.70044","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
How memories of childhood parental rejection and maladjustment predict academic performance among adults with special needs
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.
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.