Mediator or moderator? The role of mindfulness in the association between child behavior problems and parental stress

Abstract

BackgroundRaising a child with intellectual disability (ID) may be stressful for parents. Previous studies have suggested the mediating role of mindfulness in the association between child behavior problems and parental stress. AimsThe present study examined whether this mediating role is a result of parents’ self-report bias. It also explored whether mindfulness has a moderating role instead when child behavior problems are reported by teachers. MethodsIn a questionnaire survey, 271 Chinese parents of children with ID in 6 Hong Kong special schools reported their levels of stress and mindfulness, as well as their children’s behavior problems. The latter was also reported by teachers. ResultsWhen child behavior problems were reported by parents, parental mindfulness was a mediator between child behavior problems and parental stress. In contrast, when child behavior problems were reported by teachers, parental mindfulness was a moderator between child behavior problems and parental stress. ConclusionThe mediation role of mindfulness maybe an artifact of measurement. The findings provide an encouraging message that parenting a child with ID and behavior problems does not necessarily mean more stress among all parents. Parents with a high level of mindfulness may experience less stress than those with a low level of mindfulness. What this paper addsParents of children with intellectual disability (ID) tend to report high psychological stress. Previous self-report studies have identified mindfulness as a mediator in the association between child behavior problems and parental stress. The present study differs from previous studies by including third-party’s reports. It has contributed to the existing body of knowledge in two respects. First, it examined whether the mediation effect resulted from parent self-report bias. Second, it tested an alternative hypothesis of the moderation effect by using teachers’ reports to measure child behavior problems. The results showed that when child behavior problems were measured by parents’ reports, parental mindfulness was a mediator between child behavior problems and parental stress. The more the parents reported that their children had behavior problems, the less they reported being mindful, which in turn the more stressful they were. However, when child behavior problems were measured by teachers’ reports, parental mindfulness was a moderator instead, moderating the association between child behavior problems and parental stress. The association was ameliorated when parents reported high levels of mindfulness. These findings reveal another possible role of mindfulness and shed light on the support for parents of children with ID.