SELF-EFFICACY IN PARENTS OF CHILDREN WITH SPECIAL NEEDS: A STATE-OF-THE-ART REVIEW OF RESEARCH AND IMPLICATIONS

Authors

  • Noora Ronkainen University of Lapland, Finland
  • Satu Uusiautti University of Lapland, Finland
  • Tanja Äärelä University of Lapland, Finland

DOI:

https://doi.org/10.46827/ejse.v9i3.5117

Keywords:

state-of-the-art-review, children with special needs, parent self-efficacy, parenting

Abstract

Research on self-efficacy in parents who have children with special needs appears fragmented and relatively scarce. The purpose of the research was to analyze (1) how the self-efficacy of parents who have children with special needs has been researched in 2000-2020 and (2) what implications the research provides to support parents’ self-efficacy. This was a state-of-the-art review in which a total of 23 articles were selected (n=10 from EBSCO and n=13 from ScienceDirect). The data were analyzed with the method of qualitative content analysis. For the research question 1, three upper categories were formed: Self-efficacy from the perspective of the parent’s well-being; Self-efficacy in relation to the child; and Self-efficacy in relation to the support offered to parents. For the research question 2, all articles (n=21) that included any implications were used for answering this question. Implications were categorized into Social support and services; Support for parents’ well-being; and Knowledge and skills offered to parents. Based on the analysis more research is needed about the connection between perceived well-being and self-efficacy from the parents’ own perspective. Cognitive-behavioral therapeutic interventions would be beneficial for parents who find their child’s behavior challenging. They also need continuous access to behavioral therapeutic methods.

 

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Author Biographies

  • Noora Ronkainen, University of Lapland, Finland

    Noora Ronkainen, MA, PhD Student at University of Lapland (third year) and Early Childhood Education Teacher. Her research interests focus on special education and educational psychology, including the well-being of children with special needs and their families.

    ORCID: https://orcid.org/0000-0003-4552-5946

  • Satu Uusiautti, University of Lapland, Finland

    Satu Uusiautti (PhD), Professor of Education (educational psychology) at the University of Lapland, Finland. Her research interests focus on positive development and human strengths, flourishing and success, and positive educational psychology.

    ORCID: https://orcid.org/0000-0002-2409-6460

  • Tanja Äärelä, University of Lapland, Finland

    Tanja Äärelä (PhD), Professor of Special Education at the University of Lapland, Finland. Her research interests focus on special education and pedagogy, challenging behavior, home-school collaboration and support in learning and school attendance.

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Published

2023-11-28

Issue

Vol. 9 No. 3 (2023)

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