Mediating role of prenatal depression in attachment and maternal-fetal attachment in women who receive prenatal education

Abstract

Background Prenatal depression and attachment are factors that affect the establishment of an intimate relationship between a mother and fetus, and prenatal education plays an important role in helping pregnant women adapt to a maternal role and changes during pregnancy. The study explored differences in prenatal depression and maternal-fetal attachment (MFA) scores between a prenatal education group and no prenatal education group, as well as the effects of maternal depression scores and attachment dimensions on maternal intimacy with the fetus. Methods The Edinburgh Postnatal Depression Scale (EPDS), Experience of Close Relationship (ECR) scale, Maternal Antenatal Attachment Scale (MAAS) and a general data scale were used to investigate 222 pregnant women who received prenatal education and 118 pregnant women who did not receive prenatal education in the third trimester of pregnancy. An exploratory analysis was performed to analyze the effects of depression score and attachment on MFA in pregnant women who received prenatal education. Results The results showed that pregnant women who received prenatal education had higher MFA and lower depression scores than those who did not receive prenatal education, and prenatal depression partially mediated the relationship between attachment avoidance and MFA quality. Conclusions Women who received prenatal education had low prenatal depression scores and high MFA. Maternal depression and attachment avoidance may affect the emotional bond between mother and fetus and should be taken seriously; they can be prevented by prenatal education and early intervention.