Do Parental Interpersonal Power and Prestige Moderate the Relationship Between Parental Acceptance and Psychological Adjustment in UK Students?

This study investigated the effects of perceived maternal and paternal acceptance, and parental power and prestige on university students' psychological adjustment. The sample consisted of 315 students (17% males) ages 18 through 49 years (M = 23.35) from the United Kingdom. Measures used were the adult versions of Parental Acceptance-Rejection Questionnaire for mothers and fathers, the adult version of the Parental Power-Prestige Questionnaire, and the adult version of the Personality Assessment Questionnaire. Results showed significant positive correlations between perceived parental acceptance and students' psychological adjustment, and between perceived maternal acceptance and power and prestige. Significant negative correlations were found between perceived paternal acceptance and power and prestige, and between perceived parental prestige and psychological adjustment as well as between a composite measure of power-prestige and students' psychological adjustment. Results of hierarchical regression analyses showed that both perceived maternal and paternal acceptance made significant and unique contributions to students' (both men's and women's) psychological adjustment. In addition, a composite measure of power-prestige significantly moderated the relationship between perceived maternal (but not paternal) acceptance and students' psychological adjustment.