Predicting Parenting Styles in Parents of Children with Intellectual Disabilities Based on Emotional Self-Regulation, Integrative Self-Knowledge, and Resilience
Keywords:
Integrative self-knowledge, parenting, children with intellectual disabilities, resilience, emotional self-regulationAbstract
Objective: The present study aimed to predict parenting styles among parents of children with intellectual disabilities based on emotional self-regulation, integrative self-knowledge, and resilience.
Methods and Materials: This study employed a descriptive correlational design. The statistical population consisted of parents of children with intellectual disabilities in Kermanshah in 2025. A multistage cluster sampling method was used to select participants from rehabilitation and occupational therapy centers, resulting in a final sample of 315 parents who met the inclusion criteria. Data were collected using standardized instruments, including the Difficulties in Emotion Regulation Scale, the Parenting Styles Questionnaire, the Connor–Davidson Resilience Scale, and the Integrative Self-Knowledge Questionnaire. Data analysis was conducted using Pearson correlation and multiple regression analyses in SPSS version 26.
Findings: The results indicated that emotional self-regulation, integrative self-knowledge, and resilience significantly predicted parenting styles. Emotional self-regulation (β = -0.485, p < .001), integrative self-knowledge (β = -0.141, p < .05), and resilience (β = -0.131, p < .05) negatively predicted authoritarian parenting, with the model explaining 25.5% of the variance (R² = 0.255). For permissive parenting, emotional self-regulation (β = -0.229, p < .001) and integrative self-knowledge (β = -0.204, p < .001) were significant negative predictors, while resilience was not significant, and the model explained 15.4% of the variance (R² = 0.154). In predicting authoritative parenting, integrative self-knowledge (β = 0.194, p < .01) and resilience (β = 0.296, p < .001) were significant positive predictors, while emotional self-regulation was not significant (β = 0.092, p > .05), with the model explaining 10% of the variance (R² = 0.100). Correlation analyses also revealed significant relationships among the study variables.
Conclusion: The findings suggest that emotional self-regulation, integrative self-knowledge, and resilience play important roles in shaping parenting styles among parents of children with intellectual disabilities, with adaptive psychological resources promoting authoritative parenting and reducing maladaptive styles.
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