残疾儿童家长亲职压力的特点及其与生活质量的关系:社会支持的中介作用

doi:10.16187/j.cnki.issn1001-4918.2015.04.04

摘要/Abstract

摘要： 本研究旨在考查残疾儿童家长亲职压力的特点, 并探讨亲职压力、社会支持对生活质量的影响。使用《亲职压力指标简表》、《社会支持评定量表》和《世界卫生组织生活质量测定简表》(中文版)对孤独症、智力残疾、听力残疾、视力残疾以及脑瘫5种残疾类型儿童的369名家长进行问卷调查。结果发现:(1)残疾儿童家长亲职压力及其各维度在不同残疾儿童类型中差异显著, 孤独症儿童家长在总分及各维度中均最高, 听力残疾儿童家长均最低;(2)亲职压力各维度与社会支持各维度以及生活质量各维度均呈显著负相关, 社会支持各维度与生活质量各维度之间均呈显著正相关;(3)亲职压力与生活质量的典型相关分析表明两者的整体相关显著;(4)社会支持在亲职压力和生活质量间起部分中介作用。

关键词: 亲职压力, 社会支持, 生活质量, 残疾儿童家长

Abstract: The present study aimed at exploring the characteristics of parenting stress of parents of children with disabilities and exploring the effects on their quality of life, as well as the mediating effect of social support. Three hundred and sixty-nine parents of children with 5 types of disabilities (autism, intellectual disability, hearing disability, visual disability and cerebral palsy) were investigated. The results showed that: (1) Significant differences of parenting stress were emerged in different types of disability, parents of children with autism perceived significantly higher parenting stress than other types of disability and parents of children with hearing disability perceived significantly lower; (2) The dimensions of parenting stress and social support as well as the dimensions of quality of life showed a significant negative correlation, and the dimensions of social support and quality of life showed a significant positive correlation; (3) Canonical correlation suggested that the overall correlation between parenting stress and quality of life was significant. (4) Social support partially mediated the relationship between parenting stress and quality of life.

Key words: parenting stress, social support, quality of life, parents of children with disabilities

中图分类号:

B844

关文军, 颜廷睿, 邓猛. 残疾儿童家长亲职压力的特点及其与生活质量的关系:社会支持的中介作用[J]. 心理发展与教育, 2015, 31(4): 411-419.

GUAN Wenjun, YAN Tingrui, DENG Meng. The Characteristics of Parenting Stress of Parents of Children with Disabilities and Their Effects on Their Quality of Life: The Mediating Role of Social Support[J]. Psychological Development and Education, 2015, 31(4): 411-419.

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