Journal Articles

Perceived Teacher Acceptance, Parental Acceptance, and the Adjustment, Achievement, and Behavior of School-Going Youths Internationally

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Drawing stimulus from parental acceptance-rejection theory (PARTheory) and associated measures, articles in this special issue attempt to assess the relative contribution of perceived teacher and parental (maternal and paternal) acceptance and behavioral control to the psychological adjustment, school conduct, and academic achievement of school-going youths (boys and girls) within six nations cross-culturally. Results of analyses expose enormous gender and sociocultural variability in the pattern of predictors (i.e., perceived teacher and parental acceptance and behavioral control) associated with each of the three outcome variables studied. This is especially true with respect to predictors of students’ conduct in school and academic achievement. However, as expected from PARTheory, predictors of variations in youths’ psychological adjustment are much more stable: Both perceived teacher acceptance and parental (maternal as well as paternal) acceptance are significantly correlated with the adjustment of both boys and girls in all nations where this relationship is studied, though in two nations perceived teacher acceptance is the sole independent predictor of youths’ psychological adjustment, whereas in two other nations perceived parental acceptance is the sole independent predictor.

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Detail Information

Series Title

Cross-Cultural Research

Call Number

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Publisher

: sage publisher., 2010

Collation

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Language

English

ISBN/ISSN

10693971

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Vol. 44 no. 3 August 2010 pp. 211-221

Subject(s)

Preceived teacher acceptance
Preceived parental acceptance
Behavioral control

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