Parenting Behaviors and Parental self-efficacy: A comparative study of parents of children with intellectual disabilities and typically developing children

Abstract

Purpose

The aim of this study was to investigate the parenting behaviors and parental self-efficacy of parents of typically developing and child with an intellectual disability, considering their children’s groups of with or without intellectual disability and other relevant variables. The study involved 1194 parents with children aged 3-6 years, of whom 521 parents had children with intellectual disabilities and the remaining 673 parents had typically developing children.

Method

The data collection instruments used in this study were the Parental Behavior Scale Short Form and Parental Efficacy Scale. A t-test was used to compare parenting behavior and parental efficacy according to the child with or without an intellectual disability. In addition, MANOVA was used to compare parenting behavior and parental efficacy in relation to parents’ level of education and to examine the possible interaction effect between these two independent variables.

Results

The findings indicate that parents of typically developing children exhibit more positive parenting behaviors than parents of children with intellectual disabilities. However, the negative parenting behaviors of both groups were similar. In terms of parenting self-efficacy, parents of children with intellectual disabilities display higher self-efficacy than parents of typically developing children. The study also investigated whether there was a common effect in relation to child with or without an intellectual disability and parental education level, but no common effect was observed.

Conclusion

Positive parenting behaviors and parental self-efficacy differed according to whether child with or without an intellectual disability.