Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
Чланак у часопису (Рецензирана верзија)
Метаподаци
Приказ свих података о документуАпстракт
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.
Кључне речи:
children with autism spectrum disorder / educational process / parental involvement / typically developing children / children with autism spectrum disorder / parental involvement / educational process / / typically developing childrenИзвор:
International Journal of Developmental Disabilities, 2021, , 1-12Издавач:
- Taylor & Francis Ltd, Abingdon
Финансирање / пројекти:
- Социјална партиципација особа са интелектуалном ометеношћу (RS-MESTD-Basic Research (BR or ON)-179017)
Напомена:
- This is the peer‐reviewed version of the article: 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, 0 (0), 1–12. https://doi.org/10.1080/20473869.2021.1896962
Повезане информације:
- Друга верзија
https://doi.org/10.1080/20473869.2021.1896962 - Друга верзија
http://rfasper.fasper.bg.ac.rs/handle/123456789/3790
DOI: 10.1080/20473869.2021.1896962
ISBN: 2047-3869
ISSN: 2047-3869
WoS: 000626931900001
Scopus: 2-s2.0-85102293718
URI
https://doi.org/10.1080/20473869.2021.1896962http://rfasper.fasper.bg.ac.rs/handle/123456789/3745
Институција/група
rFASPERTY - JOUR AU - Đorđević, Mirjana AU - Glumbić, Nenad AU - Memisevic, Haris AU - Brojčin, Branislav AU - Krstov, Ana PY - 2021 UR - https://doi.org/10.1080/20473869.2021.1896962 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/3745 AB - 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. PB - Taylor & Francis Ltd, Abingdon T2 - International Journal of Developmental Disabilities T1 - Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism EP - 12 SP - 1 VL - DO - 10.1080/20473869.2021.1896962 ER -
@article{ author = "Đorđević, Mirjana and Glumbić, Nenad and Memisevic, Haris and Brojčin, Branislav and Krstov, Ana", year = "2021", 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.", publisher = "Taylor & Francis Ltd, Abingdon", journal = "International Journal of Developmental Disabilities", title = "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism", pages = "12-1", volume = "", doi = "10.1080/20473869.2021.1896962" }
Đorđević, M., Glumbić, N., Memisevic, H., Brojčin, B.,& Krstov, A.. (2021). Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities Taylor & Francis Ltd, Abingdon., , 1-12. https://doi.org/10.1080/20473869.2021.1896962
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. in International Journal of Developmental Disabilities. 2021;:1-12. doi:10.1080/20473869.2021.1896962 .
Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana, "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism" in International Journal of Developmental Disabilities, (2021):1-12, https://doi.org/10.1080/20473869.2021.1896962 . .
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