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Permanent link (DOI): https://doi.org/10.7939/R3T04T

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Parenting Stress in Mothers of Gifted and Typical Children Open Access

Descriptions

Other title
Subject/Keyword
gifted
stress
parenting
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Bishop, Barbara D
Supervisor and department
Klassen, Robert (Educational Psychology)
Examining committee member and department
Ellis, Julia (Education)
Mrazik, Martin (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2012-06-11T15:34:59Z
Graduation date
2012-11
Degree
Master of Education
Degree level
Master's
Abstract
Abstract This study was designed to compare reported levels of parenting stress in mothers of gifted children with mothers of typical children. Mothers of school aged children (Kindergarten to Grade Five) whose children have been identified by a registered psychologist as being gifted through standardized intelligence assessments (n = 30) completed the Parenting Stress Index (PSI) online. Mothers of children of school aged children (Kindergarten to Grade Five) who self-­‐identified their children having no identified learning exceptionalities (n = 30) also completed the Parenting Stress Index (PSI) online. The PSI asks participants to respond to statements in two identified major source domains of stressors: child factors and parent factors. Results show that mothers of the gifted sample report significantly greater levels of parenting stress than the mothers of the typical sample. In addition, it was shown that child factors were slightly more predictive of parenting stress than parenting characteristics. The findings point to the importance of identifying areas of parenting stress in families of gifted children so professionals working with these families have a more comprehensive understanding of the unique stressors in raising a gifted child.
Language
English
DOI
doi:10.7939/R3T04T
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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