La relation entre le rejet maternel et le succès scolaire: Une étude de médiation

• Published in: Canadian journal of behavioural science 2016-04, Vol.48 (2), p.132-141
• Main Authors: Vézina-Gagnon, Pascale, Daigneault, Isabelle, Daignault, Isabelle V., Dupré, Marie-Pier
• Format: Article
• Language: eng ; fre
• Subjects: Academic Achievement; Emotional Abuse; Emotional Regulation; Human; Mother Child Relations; Parent Child Relations; Social Acceptance
• ISSN: 0008-400X; 1879-2669
• DOI: 10.1037/cbs0000026

This study focuses on the relationship between parental rejection, as a form of psychological abuse, and children’s academic success. More specifically, the study aims to determine whether emotion regulation and behaviour problems mediate the relationship between parental rejection and academic sucess. A sample of children (N = 189) was recruited from 3 francophone elementary schools in the greater Montreal area. Children completed questionnaires measuring perceived maternal rejection, emotion regulation and prosocial and antisocial behaviours. Academic success was measured by combining children’s final grades in mathematics and French. In order to test the hypothesis of a mediator model, the indirect effect of maternal rejection on academic success through emotional regulation and behaviours was estimated using the “PROCESS” statistical tool (Hayes, 2013). Results indicate that emotion regulation acts as a mediator of the relationship between maternal rejection and academic success. However, prosocial and antisocial behaviours were not identified as mediators of this relationship. These results suggest that emotion regulation contributes to explain the process by which children that feel more rejected by their mother are less successful in school. Thus, improving emotion regulation in children who feel rejected may reduce their academic vulnerability. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)