This study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. More specifically, parental beliefs about self-efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Furthermore, the relationship between parenting stress and problem-focused and emotion-focused coping styles was evaluated. Participants, who were 147 parents of 5- to 12-year-old children who had been diagnosed with a learning disability, completed three self-report measures. 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 and their satisfaction with the parenting role were not significant predictors of parenting stress. Additionally, parental use of problem-focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.

中文翻译：

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学习障碍儿童父母的育儿压力：认知和应对方式的影响

本研究调查了学习障碍儿童父母的认知、应对方式和压力之间的关系。更具体地说，父母对自我效能感和养育角色满意度的信念与养育压力的关系进行了检查。此外，还评估了育儿压力与以问题为中心和以情绪为中心的应对方式之间的关系。参与者是 147 名被诊断患有学习障碍的 5 至 12 岁儿童的父母，他们完成了三项自我报告措施。使用分层多元回归模型来检查预测变量对养育压力的影响。结果显示，父母对孩子学习障碍严重程度的看法，以及他们使用以情绪为中心的应对策略，是育儿压力水平的重要预测因素。参与者对他们在养育角色中的自我效能感和他们对养育角色的满意度的信念并不是养育压力的重要预测因素。此外，父母使用以问题为中心的应对策略并不是养育压力的重要预测因素。讨论了对未来研究和临床实践的影响。