Social Support as Mediator and Moderator of the Relationship Between Parenting Stress and Life Satisfaction Among the Chinese Parents of Children with ASD

S.I. : Parenting Children with ASD

Abstract

Although numerous studies have demonstrated that social support affects a range of life experiences, few have examined its moderating and mediating effects. In the current study, 479 Chinese parents of children with ASD (aged 3–18 years) completed the surveys assessing parenting stress, social support and life satisfaction. Results indicated that parenting stress, social support and life satisfaction were significantly related. Moreover, social support both mediated and moderated the influence of parenting stress on life satisfaction. These findings imply that parenting stress and social support are critical indicators of life satisfaction and can serve as basic intervention strategies that promote life satisfaction among Chinese parents of children with ASD.

Keywords

Chinese parents of children with ASD Life satisfaction Parenting stress Social support 

Notes

Acknowledgments

The authors would like to thank the parents that participated in this study, and are grateful to staff in many schools and rehabilitation centers for their assistance in the data collection. This work was supported by grants from the National Natural Science Foundation of China (Grant No. 81601162), Shanghai Municipal Commission of Health and Family Planning (Grant No. 20164Y0001), and Guangdong Philosophy and Social Science project (Grant No. GD17YJY02). We appreciate Sarah Bilodeau MA from the Essential Learning Group (ELG) for refining the language.

Author Contributions

MHL participated in study concepts, study design, literature research, data acquisition, and statistical analysis. GHW participated in study concepts, study design, literature research, data acquisition, and statistical analysis. HL participated in study concepts, literature research, data acquisition, and statistical analysis. MLS participated in literature research, data acquisition, and statistical analysis. RZ participated in literature research, data acquisition, and statistical analysis. FJ participated in study concepts, study design, literature research, data acquisition, and statistical analysis.

Compliance with Ethical Standards

Conflict of interest

All the authors of this article have no conflict of interest.

Ethical Standards

All procedures performed in studies involving human participants were in accordance with the ethical standards of Guangzhou University and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Research Involving Human and Animal Participants

This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Special Education Department, School of EducationGuangzhou UniversityGuangzhouPeople’s Republic of China
  2. 2.Department of Developmental and Behavioral Pediatrics, Pediatric Translational Medicine Institution, Shanghai Children’s Medical CenterShanghai Jiaotong University School of Medicine, MOE-Shanghai Key Laboratory of Children’s Environmental HealthShanghaiPeople’s Republic of China
  3. 3.Institute of Curriculum and InstructionEast China Normal UniversityShanghaiPeople’s Republic of China
  4. 4.School of EducationLingnan Normal UniversityZhanjiangPeople’s Republic of China
  5. 5.School of Special EducationBinzhou Medical UniversityYantaiPeople’s Republic of China

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