جستجوی مقالات مرتبط با کلیدواژه « مادران دانش آموزان کم توان ذهنی » در نشریات گروه « روانشناسی »

The aim of this study was to investigate the relationship between child characteristics (behavioral problems and social skills) with the psychological well-being of mothers of students with intellectual disabilities with the mediating role of maternal mindfulness. The study was a descriptive-correlational study. The statistical population included students with intellectual disabilities in primary schools with intellectual disability in Golestan province, in the academic year 2019-2020, and their mothers. 298 students (out of 878 students) were selected by cluster sampling. The instruments used in the study were: The Children,s The Rutter Children,s behavior questionnaire (1967), Matson’s social skills scale (1983), Five Facet Mindfulness Questionnaire (2006), and Ryff Psychological Wellbeing Scale (1980). Data were analyzed by descriptive statistics, Pearson correlation test and structural equation modeling, using SPSS23 and AMOS23 statistical software. The results showed a significant positive correlation between social skills and mindfulness with psychological well-being. There was also a significant negative correlation between behavioral problems and psychological well-being. In addition, the mediating role of mindfulness in the relationship between child characteristics (behavioral problems and social skills) with psychological well-being was confirmed (P <0.01). From the research findings, it is inferred that by reducing the behavioral problems and increasing the social skills of students in schools, it is possible to improve the psychological well-being of their mothers.

The aim of this study was to investigate the predictors of quality of life and psychological well-being of mothers of students with intellectual disabilities mediated by mothers' mindfulness. In this descriptive-correlational study, 298 students (out of 878 students) from primary schools with students with intellectual disability in Golestan province, in the academic year 2019-2020, were selected by multi-stage cluster sampling. The instruments used in the study were: The Rutter children’s behavior questionnaire, Matson’s social skills scale, Five Facet Mindfulness Questionnaire, World Health Organization Quality Of Life, and Ryff Psychological Wellbeing Scale. Data were analyzed by descriptive statistics, Pearson correlation test and structural equation modeling. The results showed that here is a significant positive correlation between social skills and mindfulness with quality of life and psychological well-being. There is a significant negative correlation between behavioral problems and quality of life and psychological well-being. The mediating role of mindfulness in relation to social skills and behavioral problems with quality of life and psychological well-being was also confirmed (P <0.01). Based on the research findings, it can be concluded that increasing social skills and reducing students' behavioral problems in school improves the quality of life and psychological well-being of their mothers.

Many studies have been conducted on behavioral problems and social skills with quality of life and psychological well-being, but there is a research gap on the above variables as predictors of quality of life and psychological well-being mediated by perceived social support.

The aim of this study was to investigate the predictors of quality of life and psychological well-being of mothers of students with intellectual disability mediated by the mother's Perceived Social Support.

In this descriptive-correlational study, 298 students (out of 878 students) from primary schools with students with intellectual disability in Golestan province, in the academic year 1398-1399, were selected by multi-stage cluster sampling.The instruments used in the study were: The Children,s behavior questionnaire (Rutter,1967), Social skills scale (Matson et al, 1983), Multidimensional Scale of Perceived Social Support(Zimet et al, 1988), Quality Of Life (World Health Organization, 1994), and Psychological Wellbeing Scale (Ryff, 1980). Data were analyzed by descriptive statistics, Pearson correlation test and structural equation modeling.

The results showed that social skills and perceived social support positively and significantly and behavioral problems negatively and significantly predict quality of life and psychological well-being. The mediating role of perceived social support in relation to social skills and behavioral problems with quality of life and psychological well-being was also confirmed (P<0.01).

Based on the research findings, it can be concluded that increasing social skills and reducing students' behavioral problems in school improves the quality of life and psychological well-being of their mothers.