Exploring Parental Self-Efficacy and Perceived Stress in Parents of Intellectually Gifted/ADHD Children

This mixed-methods study explores the role of parental self-efficacy in the experience of parents of intellectually gifted/ADHD children using an explanatory sequential design. Quantitative analyses (n = 279 parents) revealed significant indirect effects of neurodevelopmental conditions on stress via self-efficacy, with parents of gifted/ADHD children reporting lower self-efficacy and higher stress compared to parents of children without specific conditions. Qualitative interviews (n = 11) identified six components of self-efficacy (e.g., agency, understanding the child, proactive approaches) and of lacking self-efficacy (e.g., exhaustion, isolation, perceived failure). These findings highlight the importance of tailored interventions to bolster self-efficacy, thereby reducing perceived stress.