Advisers

Jolly A. Miguel, EdD

Discipline

Psychology

Abstract

This study examined the relationship between perceived parental acceptance and self-efficacy among transgender students. Grounded in the Interpersonal Acceptance–Rejection Theory (IPARTheory), it explored how parental warmth, hostility/aggression, indifference/neglect, and undifferentiated rejection—separately from fathers and mothers—relate to students’ confidence in handling challenges and achieving goals. A quantitative research design was employed, with standardized surveys on parental acceptance and general self-efficacy administered to transgender college students. Data were analyzed using descriptive statistics and correlational analysis. Results showed that paternal acceptance was limited in warmth and affection (M = 2.92, Rarely True) but low in hostility, neglect, and rejection. Maternal acceptance was generally higher in warmth (M = 3.24, Sometimes True) with consistently low negative behaviors, indicating mothers as primary emotional supports. Participants demonstrated moderate self-efficacy (M = 3.02, Moderately True), showing strengths in problem-solving but lower confidence in handling opposition and interpersonal conflict. Correlational analysis revealed that overall paternal and maternal acceptance were weakly related to self-efficacy (p >.05), though paternal undifferentiated rejection negatively influenced self-efficacy (rs=–0.34, p=.02). These findings suggest that while certain paternal behaviors may pose risks, transgender students’ self-efficacy is shaped by multiple factors, including family, peer support, and school environment. The study highlights the importance of affirming educational settings, targeted parental interventions, and empowerment programs to foster resilience, psychological well-being, and academic success among transgender students.

Keywords

Self-Efficacy, Family Support, Parental Acceptance, Transgender Students, Ipartheory, Psychological Adjustment