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: (550 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
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
