Effect of Childhood Bullying and Perceived Parental Autonomy Support on Interpersonal Skills Development among University Students

Abstract

The study investigated the relationship between childhood bullying, perceived parental autonomy support, and the development of interpersonal skills among university students in Islamabad/ Rawalpindi using a cross-sectional correlational research design. A total of 200 university students, aged 18 to 25 years, including 78 males and 122 females, were selected via convenience sampling. Each participant provided informed consent, demographics information and completed the Child Adolescent Bullying Scale (CABS), the Perceived Parental Autonomy Support Scale (P-PASS), the Social Skills Inventory (SSI). The Pearson Product-Moment Correlation indicated that childhood bullying was significantly positively correlated with interpersonal conflicts, whereas perceived parental autonomy support was significantly negatively correlated with interpersonal conflicts. A Standard Multiple Linear Regression Analysis revealed that higher levels of parental autonomy support predicted better interpersonal skills, while childhood bullying did not significantly predict interpersonal skills. These findings highlight the enduring impact of childhood experiences on social functioning in young adulthood, emphasizing the protective role of autonomy supportive parenting in fostering interpersonal competence. The study underscores the need for interventions that address the psychological and social consequences of bullying while promoting supportive parenting practices to enhance the development of interpersonal skills and competencies among students.