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Type :Thesis
Subject :LC Special aspects of education
Main Author :Han, Yuting
Additional Authors :
  • -
Title :Effects of parenting stress and parental perceived social support on the relationship between parental involvement and social skill of children with intellectual disability in China
Hits :66
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2024
Original Version Note :-
Corporate Name :Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun
The purpose of this study was to develop a relationship model between parental involvement and the social skills of children with intellectual disabilities (ID) and to examine the role that parenting stress and parental perceived social support play in this relationship. A total of 692 parents of Chinese children with ID were selected as the sample using convenience sampling. The scales utilized in this study were the Social Responsiveness Scale Short Form, Parenting Stress Index-Short Form-15, Parental Involvement Questionnaire, and Multidimensional Scale of Perceived Social Support. The data were analyzed using SPSS 29.0 and SmartPLS 4.0. The findings revealed that parental involvement had a significant positive effect on social skills (_ = -0.091, p = 0.014) and a significant negative effect on parenting stress (_ = -0.137, p = 0.001). Additionally, parenting stress had a significant negative effect on social skills (_ = -0.546, p = 0.000). A mediation effect of parenting stress was found in the relationship between parental involvement and social skills (_ = -0.075, p = 0.002). Moreover, a moderation effect of perceived social support was identified in the relationship between parenting stress and social skills (_ = 0.052, p = 0.041). The moderation effect was further tested across the three dimensions of perceived social support. It was found that family support had a moderation effect on the relationship between parenting stress and social skills (_ = 0.081, p = 0.006), whereas friend support (_ = 0.032, p = 0.282) and important others support (_ = 0.039, p = 0.115) did not show significant moderation effects. In conclusion, the study successfully modeled the relationships among social skills, parental involvement, parenting stress, and perceived social support. This study broadens the understanding of how parental factors influence children_s social skills and offers theoretical and practical insights for developing effective educational policies to enhance the social skills of children with ID.

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