Parental verbal abuse and adolescents' self-esteem, peer relations, and academic performance: Moderating role of social support and personal perception

• Main Author: Calleja, Flora Dy
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Psychological child abuse > Physiological aspects; Invective; Self-esteem in adolescence; Adolescent psychology; Interpersonal relations; Academic achievement; Counseling Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/81; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1080/viewcontent/CDTG003905_P.pdf
• Institution: De La Salle University

This study investigated what constitute parental verbal abuse in the Philippines, the relationship between parental verbal abuse and adolescents self-esteem, peer relationships, and academic performance as well as the moderating role of social support and personal perception on these relationships. The qualitative phase of the study involved 30 parents, 30 high school students and 27 school counselors while the quantitative phase involved 514 third year high school students. The quantitative data were analyzed using Pearson Product Moment Correlation and Multiple Hierarchical Regression. The result of the qualitative analysis revealed six categories of parental verbal abuse, namely, put downs and shaming; rejection; blaming; over generalizing; threat, cursing and regret; comparison and negative predictions. The results of the quantitative analysis showed that parental verbal abuse was negatively related with adolescents self esteem, peer relations, and academic performance. Social support and personal perception did not influence the relationship between parental abuse and adolescents self-esteem and peer relation. However, social support and personal perception affected the relationship between parental verbal abuse and academic performance. The negative impact of verbal abuse on academic performance was stronger for those who score high on parental verbal abuse scale receiving high social support compared to those with low social support. The negative relationship between parental verbal abuse and academic performance was significant only when verbal abuse was perceived as non-abusive.