Volume 7, Issue 1 (March 2025)
IEEPJ 2025, 7(1): 81-92 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zarinkolah S, Rezaei A, Sohrabi Shegefti N, Kouroshnia M. (2025). Predicting Parental Self-Efficacy Based on Parent-Child Interaction and Metacognitive Beliefs in Mothers of Learning Disabilities Children. IEEPJ. 7(1), 81-92. doi:10.22034/7.1.81
URL: http://ieepj.hormozgan.ac.ir/article-1-940-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-940-en.html
1- Ph.D. student of Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Assistant Professor of Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,Rezaeiaz@gmail.com
3- Associate Professor, Department of General Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4- Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Assistant Professor of Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,
3- Associate Professor, Department of General Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4- Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract: (2367 Views)
Objective: The overarching objective of the current empirical investigation was to comprehensively forecast the levels of parental self-efficacy, taking into account the dynamics of parent-child interactions as well as the metacognitive beliefs held by mothers specifically raising children who are diagnosed with particular learning disabilities.
Methods: The methodological approach employed in this research was correlational descriptive in nature. The statistical sample for this inquiry comprised 320 mothers of children with learning disabilities residing in Shiraz city during the academic year 2023, who were selected through purposive sampling techniques. The instruments utilized for data collection encompassed Parenting Self-Agency Measure(PSAM), Child-Parent Relationship Scale (CPRS), and Metacognitions Questionnaire (MCQ). The data underwent analysis utilizing the SPSS-24 statistical software.
Results: The findings of the regression analysis indicated that both parent-child interactions and the metacognitive beliefs of mothers serve as significant direct predictors of their levels of parental self-efficacy.
Conclusions: The results predominantly endorse the significance of cognitive and emotional frameworks within parents as determinants of parental self-efficacy.
Methods: The methodological approach employed in this research was correlational descriptive in nature. The statistical sample for this inquiry comprised 320 mothers of children with learning disabilities residing in Shiraz city during the academic year 2023, who were selected through purposive sampling techniques. The instruments utilized for data collection encompassed Parenting Self-Agency Measure(PSAM), Child-Parent Relationship Scale (CPRS), and Metacognitions Questionnaire (MCQ). The data underwent analysis utilizing the SPSS-24 statistical software.
Results: The findings of the regression analysis indicated that both parent-child interactions and the metacognitive beliefs of mothers serve as significant direct predictors of their levels of parental self-efficacy.
Conclusions: The results predominantly endorse the significance of cognitive and emotional frameworks within parents as determinants of parental self-efficacy.
Keywords: Parental self-efficacy, Parent-child interaction, Metacognitive beliefs, Learning disabilities children
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/07/10 | Accepted: 2024/11/15 | Published: 2025/03/1
Received: 2024/07/10 | Accepted: 2024/11/15 | Published: 2025/03/1
References
1. Abuhammad, S. (2020). Predictors of maternal parenting self-efficacy for infants and toddlers: A Jordanian study. PloS one, 15(11), e0241585. [DOI:10.1371/journal.pone.0241585]
2. Akturk, A. O., & Sahin, I. (2011). Literature review on metacognition and its measurement. Procedia-Social and Behavioral Sciences, 15, 3731-3736. [DOI:10.1016/j.sbspro.2011.04.364]
3. Bailey, R., & Wells, A. (2015). Development and initial validation of a measure of metacognitive beliefs in health anxiety: The MCQ-HA. Psychiatry research, 230(3), 871-877. [DOI:10.1016/j.psychres.2015.11.035]
4. Bonifacci, P., Storti, M., Tobia, V., & Suardi, A. (2016). Specific learning disorders: A look inside children's and parents' psychological well-being and relationships. Journal of Learning Disabilities, 49(5), 532-545. [DOI:10.1177/0022219414566681]
5. Brinck, I., & Liljenfors, R. (2013). The developmental origin of metacognition. Infant and Child Development, 22(1), 85-101. [DOI:10.1002/icd.1749]
6. Ciesielski, H. A., Loren, R. E., & Tamm, L. (2020). Behavioral parent training for ADHD reduces situational severity of child noncompliance and related parental stress. Journal of attention disorders, 24(5), 758-767. [DOI:10.1177/1087054719843181]
7. D'Abate, L., Delvecchio, G., Ciappolino, V., Ferro, A., & Brambilla, P. (2020). Borderline personality disorder, metacognition and psychotherapy. Journal of Affective Disorders, 276, 1095-1101. [DOI:10.1016/j.jad.2020.07.117]
8. Dumka, L. E., Stoerzinger, H. D., Jackson, K. M., & Roosa, M. W. (1996). Examination of the cross-cultural and cross-language equivalence of the parenting self-agency measure. Family relations, 216-222. [DOI:10.2307/585293]
9. Haft, S. L., Duong, P. H., Ho, T. C., Hendren, R. L., & Hoeft, F. (2019). Anxiety and attentional bias in children with specific learning disorders. Journal of abnormal child psychology, 47, 487-497. [DOI:10.1007/s10802-018-0458-y]
10. Hashemi, Z., & Eyni, S. (2021). The Effectiveness of Parent-Child Interactive Therapy on Parenting Stress and Parenting Self-efficacy of Mothers of Children With Learning Disabilities. Journal of Learning Disabilities, 10(3), 380-393. [DOI:10.32598/jld.10.3.7]
11. Kafizade, M., Shaikhi Fini, A., & Samavi, A. (2020). Correlation of Self-Efficacy and Learning Strategies with Academic Commitment among the Students in Rafsanjan University of Medical Sciences. Iranian Journal of Nursing Research, 15(5), 61-70.
12. Kim, S., Sodian, B., Paulus, M., Senju, A., Okuno, A., Ueno, M., . . . Proust, J. (2020). Metacognition and mindreading in young children: A cross-cultural study. Consciousness and Cognition, 85, 103017. [DOI:10.1016/j.concog.2020.103017]
13. Küçükaydın, M. A. (2024). Modeling the relationship between academic self-efficacy, metacognitive thinking skills, career plan, and academic motivation. Quality & quantity, 58(2), 1113-1130. [DOI:10.1007/s11135-023-01691-y]
14. Lung, F.-W., Chen, P.-F., Shen, L.-J., & Shu, B.-C. (2022). Families with high-risk characteristics and diagnoses of attention-deficit/hyperactivity disorder, autism spectrum disorder, intellectual disability, and learning disability in children: A national birth cohort study. Frontiers in Psychology, 13, 758032. [DOI:10.3389/fpsyg.2022.758032]
15. Matteucci, M. C., Scalone, L., Tomasetto, C., Cavrini, G., & Selleri, P. (2019). Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. Research in developmental disabilities, 87, 43-53. [DOI:10.1016/j.ridd.2019.02.003]
16. May, T., & Williams, K. (2024). Mother and child mental health over time in children with Autism and/or ADHD in the Longitudinal Study of Australian Children. Development and psychopathology, 36(1), 170-180. [DOI:10.1017/S0954579422001067]
17. Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014). Specific learning disorder: Prevalence and gender differences. PloS one, 9(7), e103537. [DOI:10.1371/journal.pone.0103537]
18. Moritz, S., & Lysaker, P. H. (2018). Metacognition-what did James H. Flavell really say and the implications for the conceptualization and design of metacognitive interventions. Schizophrenia research, 201, 20-26. [DOI:10.1016/j.schres.2018.06.001]
19. Mortezapour, M., Jenaabadi, H., & Marziyeh, A. (2023). Relationship between Perceived Teacher Expectations and Cognitive Engagement: Mediating Role of Academic Self-Efficacy in Students with Learning Disorders [Original]. Iranian Journal of Educational Research, 2(4), 1-18. [DOI:10.22034/2.4.1]
20. Peters, L., & Ansari, D. (2019). Are specific learning disorders truly specific, and are they disorders? Trends in Neuroscience and Education, 17, 100115. [DOI:10.1016/j.tine.2019.100115]
21. Rinaldi, T., Castelli, I., Palena, N., Greco, A., Pianta, R., Marchetti, A., & Valle, A. (2023). The representation of child-parent relation: validation of the Italian version of the child-parent relationship scale (CPRS-I). Frontiers in Psychology, 14, 1194644. [DOI:10.3389/fpsyg.2023.1194644]
22. Ronkainen, N., Uusiautti, S., & Äärelä, T. (2023). Self-efficacy in parents of children with special needs: A state-of-the-art review of research and implications. European Journal of Special Education Research, 9(3), 249-274. [DOI:10.46827/ejse.v9i3.5117]
23. Sherafati, Z., Mehryar, A. H., Khayyer, M., & Javidi, H. (2020). Investigating the Relationship between Students' Personality Traits in Single-Child, Two-Child and Multiple-Child Families with Parent-Child Relationship [Original]. Iranian Evolutionary Educational Psychology Journal, 2(1), 24-32. [DOI:10.29252/ieepj.2.1.24]
24. Van der Oord, S., & Tripp, G. (2020). How to improve behavioral parent and teacher training for children with ADHD: Integrating empirical research on learning and motivation into treatment. Clinical child and family psychology review, 23(4), 577-604. [DOI:10.1007/s10567-020-00327-z]
25. Winne, P. H., & Azevedo, R. (2014). Metacognition. The Cambridge handbook of the learning sciences, 2, 63-87. [DOI:10.1017/CBO9781139519526.006]
26. Yan, Z., Yu, S., & Lin, W. (2024). Parents' perceived social support and children's mental health: the chain mediating role of parental marital quality and parent-child relationships. Current Psychology, 43(5), 4198-4210. [DOI:10.1007/s12144-023-04625-x]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
