Pakistan Journal of Social and Clinical Psychology

2021, Vol. 19, No. 2, 33-42

PARENTAL ACCEPTACE-REJECTION AND SOCIAL SKILLS OF LOW-

GRADE PRIMARY SCHOOL STUDENTS
Aneeqa Waheed
Lecturer, Govt. Viqar Un Nisa P.G, College for Women, Rawalpindi
&
Dr. Uzma Masroor
Associate Professor, Air University, Islamabad
&
Muhammad Umar Fayyaz
Lecturer, Department of Psychology
National University of Medical Sciences, Pwd Campus Rawalpindi

Abstract

This study aims to investigate the Low-grade primary school students’ Social Skills with reference to their
parents’ Acceptance and Rejection. The sample consisted of 150 students and their parents of different private
schools of Multan city. Information was collected by using Urdu translated versions of two scales; Parental
Acceptance-Rejection Questionnaire (PARQ; Haque, 1981) and Social Skills Scale (Khan, 2005). The data was
quantitatively analyzed by using SPSS. Demographic variables of the present study were gender, family system,
family size and family income. The results of the study indicated that Paternal and Maternal rejection negatively
predicted Social skills. Low grades students who perceived more rejection from their parents had less social
skills, as compared to low grades students who perceived acceptance from their parents. There was no gender
difference found in terms of social skills and perceived parental rejection. Joint families’ students were higher
on social skills and perceived Rejection by their parents. Difference in terms of family size was found with
more perceived paternal and maternal rejection in large families and more paternal rejection in low income
families. Social skills were higher in students belonging to large and high income families.

Key words: Parental acceptance-rejection, Social skills, Low grade primary school students, gender, family system,
family size, family income

Introduction

Social skills are very important for the communication of However, parental rejection is described as the deficiency or
children’s needs, thoughts and feelings to other people around absence of warmth, care, love, support, encouragement, etc.
them. By developing social skills, they get prepared for Hurtful emotions and attitude are significant for it. Research
healthier interactions in all aspects of their lives. Involvement evidence (Rohner, 1975; Rohner & Rohner, 1980) shows that
of such skills gets approval from society. Moreover, it helps development and psychological adjustment of children and
an individual to cope with the environment (Walker, 1983). adults is affected by their relationship quality with their
These skills are crucial for an individual’s day to day life parents either perceived as accepted or rejected.
situations and academic environment for success of the Skill set and outward behavior of children are directly
children. By having good social skills, children not only relate inspired by attitude of Parents. Apart from several personal
with their peers but also maintain good relationships with and environmental factors (less self-control, barriers of
their teachers. Social skills help students in coping effectively language, difficulties in communication, mental health issues
with the school environment as well. Social skills promote and stressful home environment) that contribute in developing
positive interaction and help in avoiding negative interactions social skills, parental involvement and acceptance is the first
with others (Flowers, 2008). and foremost among all of them. Good caring parents give
In a family system, Parents are the most important figures enough quality time to their children, set rules, and convey
and effectively the first ones of child attachment formation. expectations and guide at each step of life. Adaptation of
Parents adopt different children rearing practices. According positive behavior and social skills by parents helps children to
to theory of Parental Acceptance-Rejection (Rohner, 1975), maintain healthy social relations. Parental love and attention
Positive feelings like care, nurturance, simple love affection thus, has a standard influence on upbringing of their children.
etc., are termed as parental acceptance. Parental acceptance, parental involvement and healthy
parental interaction with children tend to develop healthy
Correspondence concerning this article should be addressed to social skills and social competence (El-Nokali et al., 2010;
Aneeqa Waheed Ruth & Shafiq, 2010).
Govt. Viqar Un Nisa P.G, College for Women, Rawalpindi According to Rohner et al., (2005), evidence from more
E-Mail: [email protected] than 2000 studies shows children regardless of belonging to
 34 Waheed, Masroor and Fayyaz

different gender, age, cultures, or ethnicity tend to show appropriate behavior. Therefore, teachers also emphasize the
psychological maladjustment if their need for acceptance significance of social skills i.e. cooperation, self control etc.
from their parents is not met. Moreover, individuals with in behavioral and academic achievement (Lane, et al., 2003).
perceived rejection tend to develop different mental health Evidence from a previous study suggests that social skills
related issues as compared to individuals with perceived serve as a predictor of academic achievement (Marturano &
acceptance. Moreover, research evidence from different Pizato, 2015).Students with less social skills face difficulty in
studies also suggest that father’s acceptance and rejection is socializing with their colleagues and teachers. They may also
as important as mother’s because it contributes in the show behavioral deficits and academic failure (Gresham et al.,
development of psychological and behavioral problems, as 2010). Considering importance of social skills, Present
well as health and wellbeing of children (Rohner & research was designed to explore the extent of social skills in
Veneziano, 2001; Veneziano, 2000). A literature review (Ali, low grade students, also specifically to identify the
2011) of different studies conducted in various countries differences with respect to demographic variables. It was also
which includes Mississippi Delta, India, Estonia, Pakistan, aimed to investigate the contributing factor of parental
Turkey, USA, Republic of Slovenia, Canada, and Bangladesh; behavior in development of social skills. Researchers and
suggested that perception of acceptance was a significant educators have emphasized the important role of positive
contributor of self-image and psychological adjustment of relationship of parents with children because of its significant
children. Özbi̇ ler (2016) also provided the evidence that those impact on children’s attitudes and behaviors in academic as
children who perceived rejection from their mothers tend to well as general setting. A recent study (Nawaz et al., 2019)
have more psychological and social maladjustment. found that parental rejection was a significant predictor of low
Apart from having strong influence on the personality social skills in children of single parents. While investigating
development of children, parental warmth and care is parental behavior and their connection with children social
evidenced to have positive influence on the academic skills, it is important to incorporate the demographic factors.
achievement of children. Students' grades are largely Previous literature shows that boys and girls perceive
influenced by the perceived rejection from parents. Thus, different levels of parental acceptance and rejection (Imam &
students' academic achievement is based heavily on the Shaikh, 2005; Khaleque, et al., 2018; Khan et al., 2014) and
family interaction. Vierstein and Hogan (1975) suggested that show different show skills (Abdi, 2010; Benenson, 1996;
parental acceptance, extra encouragement, and the provision Grasham & Elliot, 1990; Taylor et al., 2002). Theories of
of a constant healthy home environment increase the desire to family structure emphasize that family relations and the
achieve academic goals. Vast literature (Deslandes, et al., environment influences growth of a person (Olson et al.,
1997; Lakshmi &Arora, 2006;Obayan & Jimoh-Cook, 1979). Relationship of Family and children is considered as
1992;Pérez Sánchez et al., 2013;Tárraga et al., 2017; network and system of interaction. Family plays a very
Vierstein & Hogan, 1975) provides evidence that the important role in the development of children. Children learn
academic achievement of the children is found to be strongly socialization practices primarily from their family members.
linked with the parental behavior. This suggests that parental Family system, no. of children and family income seem to be
rejection leads to the poor grades in school. interested areas to incorporate in research of social skills of
Students' academic achievement is very important for the children. Pakistan is an Asian country where family influence
development of their self-confidence, self-image, and better is strong because of collectivistic nature. Although, wide
future. Educational counselors, school psychologist and social range of research literature emphasized on role of parental
workers argue that less social skills may be a contributing care and warmth in personality and behavioral problems of
factor of low academic performance of students. Students children, limited research trace the role of parental rejection in
who have less social skills, may lack readiness in cooperative predicting social skills specifically with reference to low
learning and show aggressive behavior towards peers and grade students. Therefore, this research will fill the gap and
teachers which in turn may affect their academic skills i.e. highlight the role of parental involvement in development of
study related behaviors, decision making skills, critical social skills and add in understanding of demographic
analysis, performance kills etc. They may face disciplinary differences.
consequences as a result of inability to perform an expected
Objectives of the Study  There will be less social skills in Primary school students
 Exploring the predictive relationship of perception of with low grades with perceived maternal and paternal
Parental (Paternal and Maternal) Acceptance-Rejection rejection in comparison with social skills of low grade
and Social Skills of primary school students with low Primary school students having perceived maternal and
grades. paternal acceptance.
 To compare differences in gender, family system, no. of  Girls will perceive more rejection and have high social
children in family and family income in low grade skills as compared to boys.
primary students in terms of perceived parental (Paternal  Students belonging to joint families will perceive more
and Maternal) acceptance-rejection, and social skills. parental rejection and have high social skills as
Hypotheses of the Study compared to students belonging to nuclear families.
On the basis of objectives, following hypotheses were  Students belonging to high income families will have
formulated: less parental rejection and more social skills as compared
 Parental rejection (Maternal and Paternal) will negatively to low income families.
predict social skills in primary school students with low
grades.
 Parental Acceptance, Social Skills 35

Method

Participants
150 Primary school students with low grades and their social skills with 8 different dimensions. The total score of
150 parents were selected as the sample. Children of grade 2 this scale is the average of all the categories measured on this
to grade 5 were taken. Their age range was from 6 to 11 scale. Lowest possible score is 0 and highest possible score is
years. 58.7% (n = 88) children were boys and 41.3% (n = 62) 156 on this scale. High score shows more social skills of the
were girls. During research students were attending school. respondent. Parents of low grade primary school students
62% (n = 93) mothers were asked to fill the questionnaires responded on this scale to give answers about social skills of
and 38% (n = 57) were filled by fathers. To collect the sample their children. The test-retest reliability of this scale was 0.86,
different private schools of Multan city were approached. For however, Split-half reliability and Alpha reliability
the selection of the participants, multistage sampling was coefficients were 0.83 and 0.93 respectively. For this scale,
done. In the first stage, private schools’ students list was made Alpha reliability coefficient was calculated as 0.95.
with monthly fee ranging from 3000Pkr to5000Pkr per month Demographic Variable Sheet
to monitor the effect of socioeconomic factor. During the It was used to get personal details of primary school
second stage, 5 private schools were selected in the sample students with low grades. The details included gender, age,
randomly. In the third stage, students were selected with low no. of siblings and family system.
grades based on last record of examination and teacher’s Procedure
evaluation. Students who performed with grade D and below Before starting, an authority letter was issued from
in previous class and in all the assessments of current class University stating the purpose of the study and verifying the
were put in the category of low graders. The teachers’ identity of researcher. Afterwards, the administration of the
evaluation of students considering them low performers in the Private schools of Multan was approached and permission
class was also taken into account. Those children were was obtained from the concerned authors to conduct the
included who had both biological parents alive and living study. The teachers of grade 2 to 5 were asked to provide a
together. list of low grade students on the basis of their assessment and
Instruments record of last examination. In order to administer PARQ,
The current study employed the following instruments to students were asked to get consent from their parents along
measure the variables with details of demographic sheet. In consent form it was
Parental Acceptante-Rejection Questionnaire (PARQ) assured that anonymity of participants and confidentiality of
PARQ (Rohner et al., 1980), was designed to measure the data would be maintained. Parents were also sent social skills
children’s’ perceptions of parental acceptance and rejection. It scale to respond to their perception of social skills about their
was constructed for children with age range7-13 years. Two children. The students and parents were asked to respond on
forms which consist of 60 items each are to be filled by all the items and they were also communicated to ask
children to measure their perceptions about their parents; both questions in case of ambiguity. It was instructed to parents to
father and mother. The scale has 4 subscales i.e. parental less submit filled questionnaire to school within a span of 2 days.
warmth and affection, parental neglect and indifference, 170 questionnaires were sent to parents, 157 were returned
parental hostility and aggression, and parental rejection. The and complete however, 7 were incomplete, so they were not
overall scores on the forms, ranges from a low of 60 included in the study. The sample was screened into rejected
(maximum perceived acceptance) and a high of 240 and accepted groups based on the cut off score of Parental
(maximum perceived rejection). The score equal to or above acceptance-rejection questionnaire. After making groups, 78
150 indicates perceived rejection and the score below 150 (30 girls, 48 boys) low grade primary school students were
indicates perceived acceptance. The questionnaire takes identified as maternally rejected and 72 (32 girls, 40 boys)
almost 10-15 minutes to complete. The participants respond low grade primary school students were identified as
to a 4-point likert scale. Its range is from “almost always maternally accepted. However, 72 (25 girls and 47 boys) low
true”(4) through “almost never true”(1).A composite score is grade primary school students were identified as paternally
obtained by adding the scores on all the subscales after rejected and 78 (37 girls, 41 boys) low grade primary school
reverse scoring of the negative items. To conduct this study, students were identified as paternally accepted. In the next
Urdu translated version of Parental Acceptance-Rejection step, MS-Excel was used for the entry of data and IBP SPSS
Questionnaire developed by Haque, (1981)was administered was used to run descriptive statistics, reliability analysis,
on the respondents. Total and sub-scales’ reliability of this linear regression analysis, t test and one way-ANOVA.
scale was from.72 to .90. Maternal and Paternal Acceptance- Ethical Considerations
Rejection questionnaires’ alpha reliability calculated for this  Permission was taken for the use of the questionnaires
study was .75 and .76 respectively. from the concerned authors.
Social Skills Scale  Informed consent was taken from concerned authority
Social Skills Scale (Khan, 2005) is comprised of 52 items. and participants.
4-point likert scale is used to measure responses ranging from  Participants were assured of confidentiality their data.
never to be scored (0) to always (3). This scale measures  Participants were provided with right of withdrawal at
any time in the research.
 36 Waheed, Masroor and Fayyaz

Results
Table 1
Demographic properties of the low grade primary school students (N=150)

Demographic variables Category F %

Gender Girls 62 41.3%
Boys 88 58.7%
Family system Nuclear 85 57%
Joint 65 43%
No. of children in family 1-3 32 21.3%
4-6 91 60.7%
More than 6 27 18%
Family income Below 40,000 33 22%
41,000-80,000 71 47.3%
Above 80,000 46 30.6%

The scores of alpha reliability coefficients for the Parental acceptable. Moreover, Social Skills Scale presents good
acceptance rejection questionnaire (Maternal and Paternal) are reliability. (see Table 2)

Table 2

Descriptive statistics and reliability coefficients of parental (paternal and maternal) acceptance-rejection
questionnaire and social skills scale

Scales No. of items M SD α

PARQ for mothers 60 142.82 15.54 .75
PARQ for fathers 60 143.17 15.61 .76
Social Skills Scale 52 84.17 30.27 .95

Note: N=150; PARQ=Parental acceptance rejection questionnaire

Paternal rejection statistically significantly predicted social Maternal rejection also statistically significantly predicted
skills, F (1, 70) =25.51, ***p< .001, R2 = .26. Value of social skills, F (1, 76) =41.14, ***p< .001, R2 = .35.Value of
coefficient (B=-1.20) suggests that increase in paternal coefficient (B=-1.36) suggests that increase in maternal
rejection causes decrease in Social skills. Furthermore, rejection causes decrease in Social skills. (See Table 3)

Table 3
Perceived paternal and maternal rejection as predictor of social skills in low-grade primary school students

Paternal rejection Maternal rejection

Measure B SE B Β B SE B β
Constant 266.29 293.53
Social Skills
-1.20 .239 -.51*** -1.36 .21 -.59***

R .51 .59
R2 .26 .35
F 25.51*** 41.14***
∆ R2 .26 .35
Note:N=150;for Paternal rejection, n=72; for Maternal rejection, n=78.***p<.001.
 Parental Acceptance, Social Skills 37

Table 4
Mean differences in social skills along groups of primary school students with low grades having perceived parental
rejection and acceptance
Measures n M SD T p 95% CI Cohen’s d
LL UL
Perceived
Maternal
78 67.87 25.13
Rejection 1.75
-10.62 .000 [-48.45 -33.25]
Perceived
maternal 72 108.71 21.69
acceptance
Perceived
paternal 72 66.03 24.65
Rejection -10.79 .000 [-48.78 -33.68] 1.76

Perceived 78
paternal 107.26 22.13
acceptance

Note: N= 150***p<.001.

Result indicated that there is a highly significant mothers. (see table 4) Findings reveal that there exists a
difference in the social skills of low grade students with highly significant difference in the social skills of students
perceived maternal rejected and acceptance (df=148, t=- perceiving rejection and acceptance from their fathers (df
10.62, ***p<.001).The values of mean also depict high social =122.64, t=-10.79, ***p<.001). Mean analysis show high
skills in students with perceived maternal acceptance as social skills in students with perceived paternal acceptance in
compared to students with perceived maternal rejection comparison with students with perceived paternal rejection
(M=108.71, 67.87). It means that those students who (M=107.26, 66.03).The values of cohen’s d (>.80) indicate
perceived acceptance from their mothers had high social skills large effect size. (see table 5)
as compared to students who perceived rejection from their

Table 5
Mean differences of gender with respect to perceived maternal and paternal rejection and social skills
Measures Gender N M SD T p 95% CI Cohen’s d
LL UL
Perceived Girls 30 164.91 9.97
Maternal -.447 .657 [-6.23 3.95] 0.12
Rejection Boys 48 166.05 11.58
Perceived Girls 25 164.40 10.77
Paternal Boys 47 166.23 10.47 -.70 .486 [-7.05 3.39] 0.17
Rejection
Social Girls 62 92.92 33.05
Skills Boys 88 83.63 29.31 1.81 .072 [-.831 19.42] 0.29
Note: For maternally rejected, N=78; for paternally rejected,N=72; for social skills, N=150.

Table 6 depicts a non-significant gender difference in low Rejection and social skills(df =76, t=-.447, p>.05;df =70, t=-
grade students on the basis of perceived maternal and paternal .70, p>0.05; df =148, t=1.81, p>0.05).

Result suggests a highly significant difference in perceived maternal, paternal rejection and social skills of the nuclear and
joint families (df =76, t=-5.08, ***p<.001; df =70, t=-4.93, ***p<.001; df =148, t=-2.34, *p<0.05) with more rejection and
social skills in joint families as compared to nuclear families (M=171.82, 160.80; M=171.71, 160.98; M=94.17, 82.34) (see table
6)
 38 Waheed, Masroor and Fayyaz

Table 6

Mean differences of groups of family system with respect to perceived Parental rejection and social skills
Measures Family N M SD t p 95% CI Cohen’s d
system LL UL
Perceived Nuclear 44 160.80 9.19
Maternal -5.08 .000 [-15.35 -6.71] 1.15
Rejection Joint 34 171.82 9.89
Perceived Nuclear 41 160.98 8.62
Maternal Joint 31 171.71 9.79 -4.93 .000 [-15.07 -6.40] 1.16
Rejection
Social Nuclear 85 82.34 29.93
Skills Joint 65 94.17 31.63 -2.34 .021 [-21.81 -1.83] 0.38
Note: For maternally rejected, N=78; for paternally rejected, N= 72; for social skills, N=150.*p<.05, ***p<.001.

Table 7

Mean differences along groups of no. of children and family income of primary school students with low grades with respect to
perceived maternal and paternal rejection

Post hoc
Measures N Mean ranks M χ2 p Mann-
whitney

Maternally rejected No. of children 1-3 15 33.10 14.07 .034 3>1,2

4-6 45 34.62

More than 6 18 57.03

1-3 13 28.50 6.76 .001 3>1,2
Paternally rejected
No. of children 4-6 38 34.00

More than 6 21 45.98

Less than 40,000
16 41.56 .961 .618 -

Family income 40,000-80,000 48 37.58

Maternally rejected
More than 80,000 14 43.71

Paternally rejected Less than 40,000 22 46.82 7.72 .021 1>2,3

Family income 40,000-80,000 31 31.90

More than 80,000 19 32.05

Note: for maternally rejected, N=78; for paternally rejected, N=72*p<.05,**p<.01.

Analysis of Kruskal Wallis H test shows a significant However, there was no significant difference between group 1
difference in students perceived maternal rejection H (2) = and 2. Further results also show a significant difference in
14.07, *p<.05. The findings depict that primary school students perceived paternal rejection on the basis of family
students with low grades having more members in family size H (2) = 6.76, **p<.01. (see table 7) However, in pair
perceive more maternal and paternal rejection. Post hoc Mann wise comparison no significant different was found between
Whitney using Bonferroni adjusted alpha level of .017 (.05/3) each pairs. Furthermore, there was no significant difference
was used to compare all groups. Group 1 and 3 and 2 and 3 found in the maternal rejection of students on the basis of
were significantly different (U (n=15, n=18)=55.5, z=-2.87, family income. However, there was a difference in terms of
p=.003) and U=(n=45, n=18)169, z=-3.593, p=.000). paternal rejection. H (2) = 7.72, *p<.05. Students belonging to
 Parental Acceptance, Social Skills 39

low income families had faced ore paternal rejection. Pair between groups 2 and 3(U (n=128, n=129) =224, z=-2.90,
wise comparison revealed a significant difference only p=.004) .

Table 8
Mean differences along groups of family size and family income of primary school students with low grades with respect to social
skills

Demographic Tukey’s
Groups n M SD F η2
variable PostHoc

1-3 32 74.34 30.65 3>1,2

4-6 91 87.38 31.14 6.8** 0.26
Social skills No. of children
More than 6 27 103.30 24.66
Less than
33 147.21 17.88
40,000
40,000-
Social skills Family income 71 145.05 16.24 7.69** 0.08 3>1,2
80,000
More than
46 158.02 20.13
80,000
Note: N=150. **p<.01.

There was a significant difference in social skills of low comparison with students perceiving maternal and paternal
grade students having different family size, F (2, 147) = 6.8, acceptance. The reason might be the rejected children make
**p<.01). These results suggest that primary school students themselves emotionally detached from parents because they
with low grades belonging to families with more children had feel resentment and in turn they behave same with their other
more social skills. The value of η2= 0.26 (<.50) indicates relationships. A Previous study (Ruth & Shafiq, 2010), also
small effect size. Furthermore, there was a also significant suggested that family bond, activities with father, mother’s
difference found in the social skills of low-grade primary sensitivity to the needs of children and a healthy interaction
school students belonging to high income families F (2, 147) during infancy helps in promoting social competence in
= 7.69, **p<.01).The value of η2= 0.08 (<.50) also indicates children and the interaction.
small effect size. (see table 8) Results of this study showed no support for the gender
difference on the basis of perceived maternal and paternal
Discussion rejection and social skills. The reason for parents’ rejection
might be the parents’ warmth, neglect, affection and rejection
The findings of this study supported our first hypothesis is equal for all the children because of their own nature,
as it was suggested that paternal and maternal rejection personality and circumstances. Few previous studies also
negatively predicted social skills. Increase in paternal and found no gender differences in their study with respect to
maternal rejection preceded decrease in social skills. It means Hostility, indifference warmth and rejection of mothers’
that parental behavior towards children helps in development towards their children (Anjum, 2009; Kausar& Kazmi, 2011).
of social behavior of children. Parental care giving behavior However, their findings suggested a difference of father’s
exerts immediate and lasting effect on the overall social rejection towards their children. They were more rejecting
functioning and practices of children including areas of moral towards their sons in comparison with daughters.
development and to interaction with peers and academic Additionally, current era focus on equal socialization
achievement. A previous study (Nawaz et al., 2019) also practices for both genders; hence no difference was found.
suggested that parental rejection was a significant predictor of Further results suggested that perception of maternal and
low social skills in children having single parents. El-Nokali paternal rejection was higher in Low grade primary school
et al. (2010) also found that increase in parental involvement students having joint family systems in comparison with
predicted an improvement in social skills. Bennett and Hay nuclear families. The reason might be extra responsibilities of
(2007) concluded that high parental involvement helps in parents and over involvement of other members of the family.
development of social skills of children. Likewise, Feldman In joint family system, every member of the family tries to
and Masalha, (2010) and Rohner (1975) also asserted that teach children from their own thinking, which leads towards
parental rejection may lead to less social interaction and confused thinking in children (Khatoon & Muhammad, 2009).
social competence. Moreover, it was found that joint families’ low grade
Furthermore, this study provided a support with respect to primary school students were high on social skills.
second hypothesis as the findings suggested a highly Considering the potential negative effects of joint families, it
significant difference in terms of social skills of low grade is important to take into account the positive aspects. In Joint
primary school students perceiving parental (maternal and family system children learn more interpersonal and social
paternal) acceptance and rejection. Students perceiving skills from their extended family. Research evidence (Sahar &
maternal and paternal rejection exhibited fewer social skills in Muzaffar, 2017; Sevak, 2016) shows good social adjustment
 40 Waheed, Masroor and Fayyaz

and social skills in individuals belonging to joint family Despite the potential limitations of current study, the
system. results would help to understand the role of parental attitude
Moreover, results provided a support as there was a (positive or negative) towards children and the impact they
difference seen in terms of parental rejection (maternal and have on social practices of children. Low grade students who
paternal) and social skills of on the basis family size and are already far behind in terms of education, the behavior of
family income. Primary school students with low grades their parents need to be understood and improved to enhance
having large families and low income faced more rejection. their socialization. Family centered Programs and workshops
Malik (2010) also supported the fact that in large families, for training of parents have been evidenced to be an effective
parental neglect and abuse is more common. Nefise and strategy to promote positive and healthy parental behavior
Mehmat (2010) concluded that lower and upper towards their children not only in terms of social skills but
socioeconomic status and number of children were correlated also regarding academic difficulties. They may be warned
to their acceptance-rejection behaviors. Students who belong about the negative consequences of their neglect and rejection
to low income families are often exposed to housing issues, toward children. School psychologist can play an effective
economic insecurity and employment issues which result in role in promoting parental engagement in school system by
increased stress and minimal family interaction because of providing consultation regarding childcare and socialization
lack of time (Raver, 2002). Further, it was found that students practices of overall family. They can design outreach
belonging to large families had more social skills. Having programs specifically for the students and family of low
more members in the family promote interpersonal skills. achievers. Overall, both teachers and parents should work
Elder siblings serve as a model and child observes their together in providing social support to students and enhancing
interaction styles which help in better socialization. High socialization practices of students to avoid low academic
social skills in high income families were reported which achievement. Above all, it is very important that the
indicates that family income serves as a source of learning institution takes necessary educational actions that covers and
social skills. improve the psychological areas of the students. As a result,
Limitations the social and academic competence along with their
1. Sample size was less and the area of sampling was academic achievement can be increased. This study would
limited to one city only. It should be extended to also lead the institutions who are working for the
increase the generalization of the study. enhancement of awareness among parents about their child
2. Students’ social skills were examined with rearing styles. The findings would also add in understanding
reference to parental acceptance rejection only; of potential effects of demographics and role of family
more constructs should have been studied to have a structure in development of parental behavior and
vast understanding. socialization practices of children.Overall, findings provide
Implications important implications for a holistic approach to incorporate
parents’ awareness and involvement in children’s education.

References
Abdi, B., (2010). Gender differences in social skills, problem Deslandes, R., Royer, E., Turcotte, D., & Bertrand, R.
behaviours and academic competence of Iranian (1997).School achievement at the secondary level:
kindergarten children based on their parent and teacher influence of parenting style and parent involvement in
ratings. Procedia - Social and Behavioral Sciences.
5(2010),1175-1179.
https://doi.org/10.1016/j.sbspro.2010.07.256 schooling.Mcgill Journal of Education, 32(3), 191-
Ali, S. (2011). Perceived teacher and parental acceptance- 208.mje.mcgill.ca/index.php/MJE/article/download/8377/
rejection, and the academic achievement, adjustment, and 6305
behavior of children: Literature review. Cross-Cultural El-Nokali N. E., Bachman H. J., &Votruba-Drzal E. (2010).
Research, 44(3), 269-282.doi: Parent involvement and children's academic and social
10.1177/1069397110366935. development in elementary school. Child Development,
Anjum, S. (2009). Relationship between Parental Acceptance 81(3):988-1005. doi: 10.1111/j.1467-8624.2010.01447.x
Rejection and Behavioral Problems in Children. Feldman, R., & Masalha, S. (2010). Parent–child and triadic
Psychological Abstracts (2003-2009), University of antecedents of children’s social competence: Cultural
Punjab. specificity, shared process. Developmental Psychology,
http://pu.edu.pk/images/Psychological%20Abstracts% 46(2), 455–467. https://doi.org/10.1037/a0017415
202003-2009.pdf Flowers, A. (2008), Social Skills Improvement System (SSiS),
Benenson, J. F. (1996). Gender differences in the development Pearson Education, inc.,
of relationships. In: Gil G. Noam & Kurt W. Fischer, et [email protected], F. M., & Elliott, S.
al. (Eds.), Developmentand vulnerability in close N. (1990). Social Skills Rating System. Circle Pines, MA:
relationships (263–286) Mahwah, NJ: Lawrence Erlbaum American Guidance Services.
Associates, Inc. Gresham, F. M., Elliot, S. N., & Kettler, R. J. (2010). Base
Bennett, S, K., Hay, A D. (2007). The role of family in the rates of social skills acquisition/performance deficits,
development of social skills in children with physical strengths and problems behaviors: And analysis of the
disabilities. International Journal of Disability, social skills improvement system-rating scales.
Development and Education, 54 (4), 381- Psychological Assessment, 22(4), 809-
397.https://doi.org/10.1080/103491207016.54555 815.doi:10.1037/a0020255
 Parental Acceptance, Social Skills 41

Haque, A. (1981). The effects of perceived parental Nefise. E. & Mehmat, T. (2010). Child acceptance-rejection
acceptance rejection on personality organization in behaviors of lower and upper socioeconomic status
Pakistani children. Unpublished research paper. mothers. Social Behavior and Personality: an
Department of Psychology, University of Sindh, Pakistan. international journal, 38 (3), 427-432. doi -
Imam, F. & Shaikh, S. I. (2005). Presence or absence of 10.2224/sbp.2010.38.3.427
father’s love and personality development of the child. Obayan, A. I., & Jimoh-Cook, K. (1992). Paternal
Pakistan Journal of Psychology, 36(01), 31-37. acceptance/rejection and children's academic
Kausar, R. & Kazmi, S. R. (2011). Perceived parental achievement- A study of selected secondary school
acceptance-rejection and self-efficacy of Pakistani children in and around Ilorin Metropolis.
adolescents. Journal of the Indian Academy of Applied http://www.unilorin.edu.ng/journals/education/nijef/marc
Psychology.37(2), 224-232. h_1992/Paternal_Acceptance_Rejection_and_Childrens_
Khaleque, A., Hussain, S., Gul, S., & Zahra, S. (2018). Academic_Achievement_Selected_Secondary_School_Ilo
Relations between Remembered ChildhoodParental rin.Pdf
Acceptance-Rejection, Current Fear ofIntimacy, and Olson, D. H., Sprenkle, D. H., & Russell, C. S. (1979).
Psychological Adjustment amongPakistani Adults. Circumplex model of marital and family systems: I.
Psychology and Behavioral Science Cohesion and adaptability dimensions, family types, and
International Journal, 10 (2).2474-7688. doi: clinical applications. Family Process, 18(1), 3–28.
10.19080/PBSIJ.2018.09.555784 https://doi.org/10.1111/j.1545-5300.1979.00003.x
Khaleque, A., Hussain, S., Gul, S., & Zahra, S. (2018). Özbi̇ ler, Ş. (2016). Perceived Maternal Acceptance Rejection
Relations between Remembered Childhood Parental And Control On Primary School Children with
Acceptance-Rejection, Current Fear of Intimacy, and Psychological And Social Maladjustment. International
Psychological adjustment among Pakistani Adults. Journal of Psychology and Educational Studies , 3 (3) ,
Psychol Behav Sci Int J.; 10(2): 555784. doi: 31-43 . doi: 10.17220/ijpes.2016.03.004
10.19080/PBSIJ.2018.10.555784. Pérez Sánchez, C. N., Betancort Montesinos, M., and Cabrera
Khan, A. (2005). Development of Social Skills Scale for Rodríguez, L. (2013). Family influences in academic
Children. Unpublished M.Phil dissertation. Islamabad: achievement: a study of the Canary Islands. Rev. Int.
National Institute of Psychology, Quaid-e-Azam Sociol.71, 169–187. doi: 10.3989/ris.2011.04.11
University. Raver, C.C. (2002). Emotions matter: Making the case for the
Khan, E. A., Qurat-Ul-Ain, Riaz, M, A., Riaz, N, M., Batool, role of young children’s emotional development for early
N. (2014). Demographic Differences on Parental school readiness. SRCD Social Policy Report, 16, 1-
Acceptance Rejection and Personality among Children 20.https://doi.org/10.1002/j.2379-3988.2002.tb00041.x
with Intellectual Disabilities. Journal of Applied Rohner, E. C., Rohner, R. P., & Roll, S. (1980). Perceived
Environmental and Biological Science, 4(7S)364-372. Parental Acceptance-Rejection and Children's Reported
Khatoon, A., & Muhammad, M. (2007). The Impact of Behavioral Dispositions: A Comparative and Intracultural
Nuclear and Joint Family System on the Academic Study of American and Mexican Children. Journal of
Achievement of Secondary School Students in Karachi. Cross-Cultural Psychology,11(2), 213-231,doi:
prr.hec.gov.pk/Chapters/2515-0.pdf 10.1177/0022022180112006.
Lakshami, A. R., &Arora, M. (2006). Perceived Parental Rohner, R & Veneziano, R. (2001). The Importance of Father
Behaviour as Related to Student’s Academic School Love: History and Contemporary Evidence. Review of
Success and Competence. Journal of the Indian Academy General Psychology. 5. 382-405. 10.1037/1089-
of Applied Psychology,32(1), 47-52. 2680.5.4.382.
Lane, K. L., Pierson, M. R., & Givner, C. C. (2003). Teacher Rohner, R. P,, & Rohner, E. C. (Eds.). (1980). Worldwide
Expectations of Student Behavior: tests of parental acceptance-rejection theory [Special
Which Skills Do Elementary and Secondary Teachers issue]. Behavior Science Research, 15 (1).
Deem Necessary for Success in the Rohner, R. P. (1975). They love me, they love me not: A
Classroom?. Education and Treatment of Children, 26(4), worldwide study of the effects of parental acceptance and
413-430. rejection, New Haven, CT: Human Relations Area Files.
Malik, F. (2010). Determinants of Child Abuse in Pakistani Rohner, R., Khaleque, A., & Cournoyer, D. (2005). Parental
Families: Parental Acceptance Rejection and Acceptance-Rejection: Theory, Methods, Cross-Cultural
Demographic Variables. International Journal of Evidence, and Implications. Ethos,33(3), 299-334.
Business and Social Science, 1(1), 67-80, R Retrieved January 14, 2021, from
www.ijbssnet.com http://www.jstor.org/stable/4497896
Marturano, E. M., & Pizato, E. C. G. (2015). Preditores do Ruth, F., & Shafiq, M. (2010). Parent–child and triadic
desempenho escolar no 5º ano do ensino fundamental antecedents of children’s social competence: Cultural
[Predictors of academic achievement in the 5th grade of specificity, shared process. Developmental
elementary school]. Psico, 46(1), 16-24. Psychology,46(2), 455-467. doi: 10.1037/a0017415
doi:10.15448/1980-8623.2015.1.14850 Sahar, N., Muzaffar, N. (2017). Role of Family System,
Nawaz, S., Ali, W.,, Najmussaqib, A., Ahmed, M., Rehna, T., Positive Emotions and Resilience in Social Adjustment
(2019). The Relationship between Parental Rejection and among Pakistani Adolescents. Journal of Educational,
Social Skills among Children of Single Parents. European Health and Community Psychology,6, 46-
Online Journal of Natural and Social Sciences.8(2) 58.doi:10.12928/JEHCP.V6I2.6944
http://www.european-science.com
 42 Waheed, Masroor and Fayyaz

Sevak, S., Ghildiyal, R., & Dasila P. (2016). Social skills Veneziano, R. A. (2000). Perceived paternal and maternal
among children with intellectual disability those belong acceptance and rural African, American and European
tonuclear family verses joint family. International American youths' psychological adjustment. Journal of
Journal of Nursing and Medical Investigation. Marriage and the Family, 62(1), 123-132.
Tárraga, V., García, B., and Reyes, J. (2017). Home-based Viernstein, V. and Hogan, H. (1975). Parental Personality
family involvement and academic achievement: a case Factors and Achievement Motivation in
study in primary education. Educ. Stud. 44, 361–375. doi: Talented Adolescents. Journal of Youth andAdolescene.4
10.1080/03055698.2017.1373636 (2), 187-189.
Taylor, C. A., Liang, B., Tracy, A. J., Williams, L. M., & Walker, H.M. (1983). The Access program: Adolescent
Seigle, P. (2002). Gender differences in Middle School curriculum for communication and effective social skills:
Adjustment, Physical Fighting, and Social Skills: Student study guide. Austin, TX: Pro-Ed.
Evaluation of a Social Competency Program. The Journal
of Primary Prevention, 23, 259-272.

Received: December 18, 2019

Revisions Received: February 27, 2022