Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement Among Chinese Parents of Children with Autism Spectrum Disorders.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Yan, Tingrui (AUTHOR); Hou, Yujia (AUTHOR); Deng, Meng (AUTHOR)
  • Source:
    Journal of Autism & Developmental Disorders. Jul2022, Vol. 52 Issue 7, p2911-2923. 13p. 1 Diagram, 4 Charts, 2 Graphs.
  • Additional Information
    • Subject Terms:
      SOCIAL support; PARENTS of children with disabilities; FAMILIES; PARENTING; PSYCHOSOCIAL factors; AUTISM; FACTOR analysis; INTERPERSONAL relations; PARENT-child relationships; PSYCHOLOGICAL stress
    • Abstract:
      Parental involvement plays a pivotal role in promoting developmental and educational outcomes for children with autism spectrum disorder (ASD). This study aimed to examine the relationships between social support, parenting stress, and parental involvement by investigating a sample of 245 Chinese parents of children with ASD. Mediation analyses indicated that the relationships between support from family and friends and parental involvement were partially mediated by parenting stress, and support from significant others was directly, positively related to parental involvement. Additionally, support from family and friends moderated the influence of parenting stress on parental involvement in their children's education. The direct, indirect, and buffering effects of social support on parental involvement were discussed finally. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)