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Wang X, Wang Q, Ma M, Gu Z, Shi Y, Wang T. Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2023; 61:280-291. [PMID: 37536689 DOI: 10.1352/1934-9556-61.4.280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 01/30/2023] [Indexed: 08/05/2023]
Abstract
The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored.
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Affiliation(s)
- Xichen Wang
- Xichen Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School, Xi'an, China
| | - Qianqian Wang
- Qianqian Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Dalian No. 3 Middle School, Dalian, China
| | - Minjie Ma
- Minjie Ma, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Mangya School, Xi'an, China
| | - Zhengwei Gu
- Zhengwei Gu, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Qizhi School, Xi'an, China
| | - Yang Shi
- Yang Shi, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School
| | - Tingzhao Wang
- Tingzhao Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China
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Đorđević M, Glumbić N, Memisevic H, Brojčin B, Krstov A. Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:838-849. [PMID: 36568625 PMCID: PMC9788689 DOI: 10.1080/20473869.2021.1896962] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Revised: 02/24/2021] [Accepted: 02/24/2021] [Indexed: 06/17/2023]
Abstract
Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child's emotional reactivity. Implications for future research and practice are discussed.
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Affiliation(s)
- Mirjana Đorđević
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Nenad Glumbić
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Haris Memisevic
- Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Branislav Brojčin
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Ana Krstov
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
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