Acceptance and rejection by parents and peers play an important role in pre-adolescents’ educational outcomes. Prior research focused on either parents or peers, did not encompass effects into adulthood, or considered either acceptance or rejection. This study investigated the relation between parental and peer acceptance and rejection, and their interplay, in pre-adolescence and educational attainment in early adulthood. A sample of 2229 pre-adolescents (M_age T1 = 11.11, SD = 0.56; 50.7% girls) was followed to early adulthood (M_age T5 = 22.29, SD = 0.65). Ordinal logistic regression showed that pre-adolescents’ perceived parental acceptance was positively related to educational attainment in early adulthood, whereas peer rejection was negatively related, even when WISC score and socioeconomic status were considered. No interaction effects were found, revealing no “dual-hit effect” of being rejected by parents and peers, no “dual-miss effect” of being accepted by parents and peers, and no effects of acceptance in one context (i.e., parents or peers) buffering the negative effect of rejection in the other context. The findings underscore unique and long-term links of parental acceptance and peer rejection with early adults’ educational attainment, underlining the importance of not only peers but also parents in adolescence. These insights can be used in promoting long-term educational outcomes through relationships with parents and peers.

父母和同龄人的接受和拒绝在青春期前的教育成果中起着重要作用。先前的研究集中在父母或同龄人身上，没有涵盖对成年期的影响，也没有考虑接受或拒绝。本研究调查了父母和同伴接受和拒绝之间的关系，及其相互作用，在青春期前和成年早期的教育程度。2229 名青春期前的样本（M_年龄T1 = 11.11，SD = 0.56；50.7% 的女孩）被跟踪到成年早期（M_年龄T5 = 22.29，标准差 = 0.65）。序数逻辑回归表明，即使考虑到 WISC 分数和社会经济地位，青春期前儿童的父母接受感与成年早期的教育程度呈正相关，而同伴拒绝则呈负相关。没有发现交互效应，表明没有被父母和同龄人拒绝的“双重打击效应”，没有被父母和同龄人接受的“双重未命中效应”，并且在一种情况下（即父母或同行）在其他情况下缓冲拒绝的负面影响。研究结果强调了父母接受和同伴拒绝与早期成人教育程度的独特而长期的联系，强调了青春期不仅同伴而且父母的重要性。