The Mediating Role of Maternal Stress and Family Quality of Life in the Association Between Parenting Styles and Behavioral Challenges in Students with Intellectual Disabilities

Abstract

Background: Behavioral challenges in students with intellectual disabilities (IDs) are influenced by parenting practices. Maternal stress and family quality of life may modulate these associations. Objectives: To examine how parenting styles relate to behavioral problems in students with IDs and to test whether maternal stress and family quality of life mediate these associations. Methods: In a cross-sectional correlational study with a descriptive-analytical approach, 100 students aged 10 to 14 with mild IDs were recruited from exceptional schools and rehabilitation centers in South Tehran during the 2022 - 2023 academic year. IQ was assessed with the Raven Intelligence Matrices, with scores ≥ 70 classifying mild ID. Mothers completed validated questionnaires on Parenting Styles, Parental Stress, Quality of Life, and the Rutter Behavioral Problems Scale. Data were analyzed using Spearman correlation coefficients and path analysis with SPSS version 27. Results: The study examined the impact of parenting styles (authoritarian, authoritative, and permissive) on behavioral problems among 100 students with IDs (82 with mild ID and 18 with moderate ID; mean age 11.22 ± 1.29 years) and their mothers (mean age 45.21 ± 6.39 years), focusing on the mediating roles of maternal stress and family quality of life. Across the mediation model, parenting styles were differentially linked to behavioral problems. Authoritative parenting was associated with higher maternal stress (median = 97.0, IQR = 14.3) but better quality of life, particularly in social relations (64.0, 35.9) and general health (81.4, 21.5). Authoritarian parenting correlated positively with behavioral problems (R = 0.571, P = 0.025), increasing mild and moderate issues (β = 0.22, P < 0.001), mediated strongly by maternal stress (indirect effect β = 0.43, P < 0.001). Conversely, authoritative parenting showed a protective effect, reducing behavioral problems (β = -0.23, P < 0.001), with quality of life domains like mental health (β = -0.42, P < 0.001) and general health (β = -0.39, P < 0.001) as significant mediators. Permissive parenting had a weaker, mixed impact (β = 0.09–0.19, P < 0.001), with maternal stress exacerbating outcomes (indirect effect β = -0.37, P < 0.001). Conclusions: This study underscores the substantial influence of parenting styles on behavioral challenges in students with IDs. In this sample, authoritarian and permissive styles tended to be linked with higher behavioral problems, while authoritative parenting was associated with fewer problems, suggesting a protective pattern. These associations are partly explained by maternal stress and elements of family quality of life. However, the study's demographic limitation in Tehran constrains the generalizability of its findings. Future research should include more diverse groups and explore other factors. Additionally, enhancing parental awareness and offering targeted workshops will empower families to better support their students’ behavioral needs.