A Model of Mother-Child Interaction Based on Parental Self-Efficacy with the Mediating Role of Perceived Social Support in Mothers of Children with Attention-Deficit/Hyperactivity

Abstract

Objective: Mother-child interaction plays an importance role in the health of both mother and child, particularly in families with children diagnosed with attention-deficit/hyperactivity. Therefore, the present research was conducted with the aim of determine the fit of a model of mother-child interaction based on parental self-efficacy with the mediating role of perceived social support in mothers of children with attention-deficit/hyperactivity.

Methodology: This research was a descriptive from type of correlation. The research population consisted of all mothers of children with attention-deficit/hyperactivity who visited counseling and psychological service centers in the Dezful city during the spring of 2026. A sample of 200 individuals was selected using the available sampling method, and data were collected using research instruments including demographic information form and parental self-efficacy, perceived social support and mother-child interaction questionnaires. The data were analyzed using Pearson correlation coefficients and path analysis via SPSS and Smart-PLS software.

Findings: The results of this study indicated that the model of mother-child interaction based on parental self-efficacy with the mediating role of perceived social support in mothers of children with attention-deficit/hyperactivity had a good fit. In this model, the direct effects of parental self-efficacy on perceived social support and mother-child interaction, the direct effect of perceived social support on mother-child interaction and the indirect effect of parental self-efficacy on mother-child interaction with the mediating role of perceived social support were positive and significant (P<0.05).

Conclusion: Based on the findings of the present research, to improving mother-child interaction in families with children diagnosed with attention-deficit/hyperactivity can be used educational workshops to foster parental self-efficacy and perceived social support.