Investigation of Social Support Perception and Self-Esteem as Predictors of Psychological Resilience of Parents Who Have Children with Special Educational Needs

Abstract

This study was conducted to examine the perceived social support and self-esteem as predictors of the psychological resilience of the parents who have children with special educational needs. This study aimed to reveal the relationship between the psychological resilience of the parents who had children with special educational needs and the level of social support they perceived and their self-esteem levels. This research is a correlation study in relational screening model. 235 parents (205 females and 30 males) participated in this study. Personal Information Form, Resilience Scale for Adults, Arıcak Self-Esteem Scale and Revised Parental Social Support Scale were used as data collection instruments. In the evaluation of the data number, percentage, mean and standard deviation were used as descriptive statistical methods. The t-test was used to compare quantitative continuous data between two independent groups, and one way Anova test was used to compare quantitative continuous data between more than two independent groups. Scheffe test was used as a complementary post-hoc analysis to determine the differences after the Anova test. According to the research results, there is a significant relationship between psychological resilience, perceived social support and self-esteem. Perceived social support and self-esteem variables predicted the psychological resilience. The results of the research were discussed in the relevant literature.

Sources of perceived social support on resilience amongst parents raising children with special needs in Ghana

“…Step with special needs (Bayat, 2007;Ruiz-Robledillo et al, 2014) implying that the support one perceives from his/her networks have the potential to foster the ability to overcome distress and sustain well-being. The finding also lends support to the growing literature on the influence of specific sources or types of social support on the resilience of parents (Bayrakli and Kaner, 2012;Farrell et al, 2014;Karaman and Efilti, 2019). We did not find significant effect for the relation between support perceived from friends and family and resilience although association was in the expected direction.…”

“…Extensive research among parents of children with special needs and other populations continue to confirm this strong link between social support and resilience ( Bayat, 2007 ; Mathew and Nair, 2017 ; Ruiz-Robledillo et al., 2014 ). However, only a few studies have examined associations between the sources or types of social support and resilience among parents of children with special needs with little to none done amongst Ghanaian sample (e.g., Aydogan and Kizildag, 2017 ; Bayrakli and Kaner, 2012 ; Farrell et al., 2014 ; Karaman and Efilti, 2019 ).…”

Contribution of Self-esteem and Parents Social Support to Students Academic Resilience in Online Learning

“…Social support is obtained from close relationships so that individuals feel cared for, valued to be loved and can prevent the formation of stress and change the way individuals perceive an event or situation. Individual social support systems include parents, friends in the neighborhood and school, and family members, but the most important sources of social support are parents, peers, and teachers (Karaman & Efilti, 2019;Arslan, 2019). A similar opinion was also expressed by Sarafino & Smith (2011) where social support refers to the comfort, attention, appreciation, or assistance that other people or groups provide to individuals.…”

The influence of parents’ perception on online education and training brand recognition

“…In the process of preschool education, the design of professional dance courses should be comprehensively explored from the perspective of combining online and offline. This kind of blended teaching has more advantages, can improve the overall teaching quality, and can better integrate students’ learning time ( Karaman and Efilti, 2019 ). There is very little time limit for online teaching, and students can splice a lot of fragmented time to start learning.…”