Influence of Perceived Teacher Acceptance and Parental Acceptance on Youth's Psychological Adjustment and School Conduct: A Cross-Cultural Meta-Analysis. (April 2015)

• Record Type: Journal Article
• Authors: Ali, Sumbleen; Khaleque, Abdul; Rohner, Ronald P.
• Is Part Of: Cross-cultural research. Volume 49:Number 2(2015:Apr.)
• Page Start: 204
• Page End: 224
• Publication Date: 2015-04
• Subjects: meta-analysis -- IPARTheory -- paternal acceptance -- maternal acceptance -- teacher acceptance -- psychological adjustment -- school conduct; Social sciences -- Periodicals; 300.72
• DOI: 10.1177/1069397114552769
• Languages: English
• ISSNs: 1069-3971

Abstract

This cross-cultural meta-analysis tests the contribution of teachers' and parents' acceptance to youth's psychological adjustment and school conduct. It is based on nine studies involving 2, 422 school-going youth in 12 nations. The study addressed two questions drawn from one of the basic postulates of interpersonal acceptance–rejection theory (IPARTheory): (a) To what extent are boys' and girls' perceptions of teacher acceptance related internationally to their psychological adjustment and school conduct? (b) To what extent are boys' and girls' perceptions of maternal and paternal acceptance related internationally to their psychological adjustment and school conduct? All studies included in this meta-analysis used the child version of the Parental Acceptance–Rejection Questionnaire for Mothers and Fathers (child PARQ: Mother and Father), child version of the Personality Assessment Questionnaire (child PAQ), the Teacher's Evaluation of Student's Conduct (TESC), and the Teacher Acceptance–Rejection Questionnaire (TARQ). Results showed that both parental and teacher acceptance correlate significantly in all countries with psychological adjustment and school conduct of children, regardless of gender differences. The study also showed that perceived teacher acceptance has a significantly stronger relation with the school conduct of boys than of girls.