PARENTAL ACCEPTANCE- REJECTION IN RELATION TO CLASSROOM ACHIEVEMENT AMONG UPPER PRIMARY STUDENTS

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The present study examined the relationship of parental acceptance (warmth/affection) and rejection (hostility/aggression, indifference/neglect, undifferentiated rejection) with classroom achievement among upper primary students. Data were collected from 100 students of class 6th and 7th from various schools of Agra, Uttar Pradesh. Indian adaptation of Parental Acceptance- Rejection Questionnaire (child form) by Prakash and Bhargava (1997) and General Classroom Achievement Test (GCAT) developed by Singh and Gupta (2005) for Class 6th and 7th were used. Pearson product-moment coefficient of correlation and Multiple Regression Analysis were used for analysing data. The result revealed that warmth/ affection was significant positively correlated with classroom achievement where as hostility/aggression, indifference/neglect and undifferentiated rejection were significantly negatively correlated with classroom achievement. Hostile/aggression, indifference/neglect and undifferentiated rejection significantly negatively correlated with warmth/ affection. There was a significant positive correlation of indifference/neglect and undifferentiated rejection with hostile/aggression. There were also a positive relationship between indifference/negligence and undifferentiated rejection. The result also reveals that parental acceptance-rejection contributes in determination of classroom achievement among upper primary students.

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