Effectiveness of a Cyberspace-Based Parenting Model on Parenting Stress and Children’s Externalizing Problems

Abstract

The present study aimed to determine the effectiveness of a cyberspace-based parenting model in reducing parenting stress and externalizing problems among primary-school boys. This quasi-experimental study employed a pretest-posttest design with a control group and a one-month follow-up. The participants were 30 mothers of boys aged 8-10 years enrolled in the first three grades of a primary school in Isfahan, Iran, whose children had been identified as exhibiting externalizing behavior problems. Participants were assigned to intervention and control groups, with 15 mothers in each group. The intervention group received an eight-session cyberspace-based parenting program, with each weekly session lasting 90 minutes, whereas the control group received no corresponding intervention. Parenting stress was assessed using the Parenting Stress Index-Short Form, and children’s externalizing problems were measured using the parent-report Child Behavior Checklist. Data were analyzed using repeated-measures analysis of variance and Bonferroni-adjusted pairwise comparisons in SPSS version 22. Repeated-measures analysis showed a significant Time × Group interaction for total externalizing problems, F(1.332, 37.300) = 59.096, p < 0.001, partial η² = 0.679. Significant interaction effects were also found for rule-breaking behavior, F(2, 56) = 27.960, p < 0.001, partial η² = 0.500, and aggressive behavior, F(1.630, 45.660) = 39.450, p < 0.001, partial η² = 0.580. Parenting stress also showed a significant Time × Group interaction, F(1.193, 33.391) = 22.983, p < 0.001, partial η² = 0.451. Significant interactions were observed for parental distress, F(2, 56) = 34.370, p < 0.001, partial η² = 0.551, and difficult child, F(1.601, 44.829) = 33.037, p < 0.001, partial η² = 0.541, whereas dysfunctional parent-child interaction was not significant, p = 0.054. The cyberspace-based parenting model was effective in reducing children’s externalizing problems and maternal parenting stress, with improvements maintained at one-month follow-up, indicating its potential usefulness in school- and family-based parenting interventions.