Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Danielle Lynn Auriemma, Yi Ding, Chun Zhang, Mitchell Rabinowitz, Yangqian Shen, Katherine Lantier-Galatas
{"title":"Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles","authors":"Danielle Lynn Auriemma,&nbsp;Yi Ding,&nbsp;Chun Zhang,&nbsp;Mitchell Rabinowitz,&nbsp;Yangqian Shen,&nbsp;Katherine Lantier-Galatas","doi":"10.1111/ldrp.12265","DOIUrl":null,"url":null,"abstract":"<p>This study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. More specifically, parental beliefs about self-efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Furthermore, the relationship between parenting stress and problem-focused and emotion-focused coping styles was evaluated. Participants, who were 147 parents of 5- to 12-year-old children who had been diagnosed with a learning disability, completed three self-report measures. A hierarchical multiple regression model was used to examine the effects of the predictor variables on parenting stress. Results revealed that parents’ perceptions of the severity of their child's learning disability, as well as their use of emotion-focused coping strategies, were significant predictors of parenting stress levels. Participants’ beliefs regarding their self-efficacy in the parenting role and their satisfaction with the parenting role were not significant predictors of parenting stress. Additionally, parental use of problem-focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"51-63"},"PeriodicalIF":1.9000,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12265","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 5

Abstract

This study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. More specifically, parental beliefs about self-efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Furthermore, the relationship between parenting stress and problem-focused and emotion-focused coping styles was evaluated. Participants, who were 147 parents of 5- to 12-year-old children who had been diagnosed with a learning disability, completed three self-report measures. A hierarchical multiple regression model was used to examine the effects of the predictor variables on parenting stress. Results revealed that parents’ perceptions of the severity of their child's learning disability, as well as their use of emotion-focused coping strategies, were significant predictors of parenting stress levels. Participants’ beliefs regarding their self-efficacy in the parenting role and their satisfaction with the parenting role were not significant predictors of parenting stress. Additionally, parental use of problem-focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.

学习障碍儿童家长的育儿压力:认知和应对方式的影响
本研究旨在探讨学习障碍儿童家长认知、应对方式与压力的关系。更具体地说,父母关于自我效能感和父母角色满意度的信念与育儿压力的关系被检验。此外,还评估了父母压力与问题关注型和情绪关注型应对方式的关系。参与者是147名5至12岁儿童的父母,他们都被诊断患有学习障碍,他们完成了三项自我报告。采用层次多元回归模型检验预测变量对养育压力的影响。结果显示,父母对孩子学习障碍严重程度的认知,以及他们使用以情绪为中心的应对策略,是父母压力水平的重要预测因素。参与者对父母角色的自我效能感和对父母角色的满意度的信念对父母压力没有显著的预测作用。此外,父母使用以问题为中心的应对策略并不是父母压力的显著预测因子。讨论了对未来研究和临床实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信