Parental Stress and Parental Self-Efficacy in Mothers and Fathers of Intellectually Gifted/ADHD Children and Adolescents
Why this work is in the frame
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Bibliographic record
Abstract
Although scientific literature tends to suggest that intellectually gifted/attention-deficit/hyperactivity disorder (ADHD) children are particularly vulnerable to psychosocial and academic adjustment difficulties—factors contributing to parental stress—there has been no study specifically examining parental stress, and parental self-efficacy among their parents. This study aimed to further explore parental stress and self-efficacy among parents of intellectually gifted/ADHD children. Using a cross-sectional correlational design, 279 parents ( M age = 41.50; 71.32% mothers) from Quebec, Canada, of children ( n = 210; M age = 9.38; 57.20% boys) aged 6 to 16 years—with either intellectual giftedness ( n = 50), ADHD ( n = 61), both intellectual giftedness and ADHD ( n = 52), or neither ( n = 47)—completed self-report questionnaires assessing parental stress and parental self-efficacy. The findings revealed that the interaction between children’s intellectual giftedness and ADHD was associated with an increase in parental stress levels, whereas no such effect was observed for parental self-efficacy. Furthermore, parents of intellectually gifted/ADHD children reported higher levels of parental stress compared to parents of children without these conditions, which may be partly explained by lower levels of parental self-efficacy. Finally, the results suggested that the interaction between the child’s neurodevelopmental condition and the parent’s gender alleviated parental self-efficacy, particularly among mothers of intellectually gifted/ADHD children. This study highlights the clinical utility of considering parental self-efficacy as a key intervention point for supporting parents of intellectually gifted/ADHD children in managing their parental stress.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it