Parenting stress in parents of children with learning disabilities

Danielle Lynn Auriemma, Fordham University

Abstract

This study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. Specifically, parental beliefs about self-efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Further, the relationship between parenting stress and problem-focused and emotion-focused coping styles was evaluated. An online subject pool was recruited via Qualtrics’ professional online sample panel. Participants, consisting of 147 parents of children ages 5 to 12 diagnosed with a learning disability, completed a self-report measure. 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 as well as their satisfaction in the parenting role were not significant predictors of parenting stress. Further, parental use of problem-focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.^

Subject Area

Special education|Psychology|Individual & family studies

Recommended Citation

Auriemma, Danielle Lynn, "Parenting stress in parents of children with learning disabilities" (2016). ETD Collection for Fordham University. AAI10145751.
http://fordham.bepress.com/dissertations/AAI10145751

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