The aim of this study was to investigate the relationship between child characteristics (behavioral problems and social skills) with the psychological well-being of mothers of students with intellectual disabilities with the mediating role of maternal mindfulness. The study was a descriptive-correlational study. The statistical population included students with intellectual disabilities in primary schools with intellectual disability in Golestan province, in the academic year 2019-2020, and their mothers. 298 students (out of 878 students) were selected by cluster sampling. The instruments used in the study were: The Children,s The Rutter Children,s behavior questionnaire (1967), Matson’s social skills scale (1983), Five Facet Mindfulness Questionnaire (2006), and Ryff Psychological Wellbeing Scale (1980). Data were analyzed by descriptive statistics, Pearson correlation test and structural equation modeling, using SPSS23 and AMOS23 statistical software. The results showed a significant positive correlation between social skills and mindfulness with psychological well-being. There was also a significant negative correlation between behavioral problems and psychological well-being. In addition, the mediating role of mindfulness in the relationship between child characteristics (behavioral problems and social skills) with psychological well-being was confirmed (P <0.01). From the research findings, it is inferred that by reducing the behavioral problems and increasing the social skills of students in schools, it is possible to improve the psychological well-being of their mothers.
Manuscript profile
