The master’s thesis examines the relationship between perceived characteristics of the early mother-child relationship, particularly maternal acceptance and rejection, and the experience of stress in adulthood. The theoretical part presents key concepts from attachment theory and Parental Acceptance-Rejection Theory (PART), defines stress and the factors influencing an individual’s susceptibility to it, and highlights the role of socioeconomic status (SES) and gender as contextual factors in child development.
The empirical part presents a quantitative study involving 319 participants aged between 21 and 35 years. Data were collected using the Adult Parental Acceptance-Rejection Questionnaire (PARQ) and the Perceived Stress Scale (PSS). The results showed that greater perceived maternal warmth and affection in childhood is statistically significantly associated with lower levels of perceived stress in adulthood, whereas hostility and aggressive behavior, indifference and neglect, and undifferentiated rejection are statistically significantly associated with higher levels of perceived stress in adulthood. No statistically significant gender differences were found in the perception of the early relationship with the mother or in the experience of stress in adulthood. Regarding SES, statistically significant differences were found only in certain dimensions of the perceived early maternal relationship. Participants with low childhood SES perceived less warmth and affection and more indifference and neglect from their mother compared to those with higher SES. Differences in the experience of stress based on the family's SES and current SES were not statistically significant.
The findings highlight long-term associations between the quality of early maternal experiences and individuals' perceived stress in adulthood. Furthermore, they underscore the need for preventive and supportive programs targeting vulnerable families, particularly those in socioeconomically disadvantaged environments. The results hold important implications for socio-educational practice across various domains of work with children, youth, and adults.
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