学习障碍儿童家长的育儿压力:认知和应对方式的影响

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-09-22 DOI:10.1111/ldrp.12265
Danielle Lynn Auriemma, Yi Ding, Chun Zhang, Mitchell Rabinowitz, Yangqian Shen, Katherine Lantier-Galatas
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引用次数: 5

摘要

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

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.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) Considering Social Validity in Special Education Research The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
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