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

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.