Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement Among Chinese Parents of Children with Autism Spectrum Disorders / Tingrui YAN in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2911-2923 Titre : Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement Among Chinese Parents of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tingrui YAN, Auteur ; Yujia HOU, Auteur ; Meng DENG, Auteur Article en page(s) : p.2911-2923 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  China  Humans  Parenting  Parents  Social Support  Stress, Psychological  Chinese parents of children with ASD  Parental involvement  Parenting stress Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-021-05170-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement Among Chinese Parents of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tingrui YAN, Auteur ; Yujia HOU, Auteur ; Meng DENG, Auteur . - p.2911-2923. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2911-2923 Mots-clés : Autism Spectrum Disorder  Child  China  Humans  Parenting  Parents  Social Support  Stress, Psychological  Chinese parents of children with ASD  Parental involvement  Parenting stress Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-021-05170-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic / Sanyin CHENG in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3194-3201 Titre : Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Sanyin CHENG, Auteur ; Yuqin YANG, Auteur ; Meng DENG, Auteur Article en page(s) : p.3194-3201 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Covid-19  Child  Developmental Disabilities/epidemiology/psychology  Humans  Pandemics  Parents/psychology  Schools  Stress, Psychological/epidemiology/psychology  Developmental disabilities  Psychological stress  Views of school success Index. décimale : PER Périodiques Résumé : This study mainly explored psychological stress caused by the COVID-19 among parents in developmental disabilities and how it was related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 1919 parents of children with developmental disabilities. Results showed that parent characteristics including gender, age, educational level, family income and job nature and children characteristics (i.e., disability types) were related to psychological stress caused by the COVID-19, and that psychological stress caused by the COVID-19 significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05209-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic [Texte imprimé et/ou numérique] / Sanyin CHENG, Auteur ; Yuqin YANG, Auteur ; Meng DENG, Auteur . - p.3194-3201. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3194-3201 Mots-clés : Autism Spectrum Disorder  Covid-19  Child  Developmental Disabilities/epidemiology/psychology  Humans  Pandemics  Parents/psychology  Schools  Stress, Psychological/epidemiology/psychology  Developmental disabilities  Psychological stress  Views of school success Index. décimale : PER Périodiques Résumé : This study mainly explored psychological stress caused by the COVID-19 among parents in developmental disabilities and how it was related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 1919 parents of children with developmental disabilities. Results showed that parent characteristics including gender, age, educational level, family income and job nature and children characteristics (i.e., disability types) were related to psychological stress caused by the COVID-19, and that psychological stress caused by the COVID-19 significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05209-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities / Tingrui YAN ; Meng DENG in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4872-4887 Titre : A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tingrui YAN, Auteur ; Meng DENG, Auteur Article en page(s) : p.4872-4887 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents' experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) ?aggressive? involvement; (2) factors in transforming parental involvement; and (3) ?rational? involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change. En ligne : https://doi.org/10.1007/s10803-022-05743-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities [Texte imprimé et/ou numérique] / Tingrui YAN, Auteur ; Meng DENG, Auteur . - p.4872-4887. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4872-4887 Index. décimale : PER Périodiques Résumé : Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents' experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) ?aggressive? involvement; (2) factors in transforming parental involvement; and (3) ?rational? involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change. En ligne : https://doi.org/10.1007/s10803-022-05743-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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