Abstract
The purpose of this study was to investigate the relationship between negative emotions, metacognitive beliefs and self-care of parents with children with mental disabilities in Kerman in the academic year 2023-2024. This research was descriptive and correlational. The study population included all parents with mentally retarded children in Kerman that among them, a sample of 160 people (parents) were selected by Available. The negative emotions questionnaire (taken from Panas positive and negative emotion questionnaire), Wells Metacognitive Beliefs Questionnaire (1997) and World Health Organization Self-Care Questionnaire (2016) were used to collect data. Collected data were analyzed at two levels of descriptive (frequency, mean, standard deviation, etc.) and inferential (Pearson correlation, simultaneous regression and stepwise) using SPSS software. Findings showed that negative emotions have a positive and significant relationship with metacognitive beliefs and a negative and significant relationship with self-care. Also, the results of Pearson correlation showed that there is a significant negative relationship between metacognitive beliefs and self-care. The results of stepwise regression also showed that negative emotions and metacognitive beliefs are negatively and significantly able to predict self-care in parents with mentally retarded children. Therefore, it is possible to increase self-care in parents with mentally retarded children by reducing negative emotions and also by using appropriate metacognitive therapies.
Keywords: Negative Emotions, Metacognitive Beliefs, Self-Care, Parents with Mentally Retarded Children.
 
 
 
Extended Abstract

Introduction

specific challenges for the family, particularly for the parents. These challenges can significantly impair the family's mental health. The birth and upbringing of a child with special needs is often perceived as a distressing and demanding event, frequently leading to stress, guilt, sadness, and despair. Research indicates that parents of children with intellectual disabilities experience lower overall health and higher levels of anxiety, guilt, and shame compared to parents of typically developing children.
Intellectual disability is a specific neurodevelopmental condition arising from various factors before or after birth. The presence of a child with such disabilities within the family unit can act as a chronic stressor, adversely affecting interpersonal relationships and the overall dynamics among family members.
Research Questions
This study aims to investigate the relationships among metacognitive beliefs, negative emotions, and self-care in parents of children with intellectual disabilities. Specifically, the researchers seek to answer the following questions:

Is there a significant relationship between self-care and negative emotions in parents of children with intellectual disabilities?
Is there a significant relationship between self-care and metacognitive beliefs in parents of children with intellectual disabilities?
To what extent can self-care be predicted based on negative emotions and metacognitive beliefs?
Literature Review

Bagherian et al. (2019) conducted a study on 125 chronic hemodialysis patients in Isfahan. Their results indicated a significant negative relationship between depression and self-care, suggesting that higher levels of negative emotions are associated with lower self-care. Similarly, Rezaeian et al. (2017) investigated the relationship between stress, anxiety, and depression with prenatal self-care behaviors in women at risk of preterm labor. Their findings showed that stress and depression have a significant negative correlation with prenatal self-care behaviors. Furthermore, Zare et al. (2020) examined the relationship between perceived social support, anxiety, and self-care among 140 hemodialysis patients in Turkey. The results revealed that patients with higher perceived social support and lower anxiety levels exhibited greater self-care, indicating a significant negative relationship between negative emotions (anxiety) and self-care. However, contrasting findings have also been reported; for instance, studies by Ho et al. (2015) and Najafi Ghezeljeh et al. (2019) found no significant relationship between negative emotions and self-care.

Methodology

This research was applied in its objective and employed a descriptive-correlational design for data collection. The statistical population consisted of all parents of children with intellectual disabilities in Kerman during the 2023-2024 academic year. A sample of 160 parents (either the father or the mother) was selected using a non-probability convenience sampling method. This sampling technique was chosen due to the specific characteristics of the target population, the logistical challenges of accessing a comprehensive list of all eligible parents, and ethical considerations regarding privacy and minimizing the psychological burden on participants. To facilitate data collection, coordination was established with various rehabilitation centers and exceptional schools in Kerman. Parents who met the inclusion criteria and expressed willingness to participate were subsequently invited to take part in the study.
Research Instruments:
Metacognitive Beliefs Questionnaire (MCQ-30): Metacognitive beliefs were assessed using the scale developed by Wells (1997). This self-report instrument consists of 20 items designed to measure individuals' beliefs about their own cognitive processes and thoughts.
Negative Affect Scale: Negative emotions were measured using the negative affect subscale derived from the Positive and Negative Affect Schedule (PANAS), developed by Watson et al. (1988). This subscale comprises 15 items specifically focused on assessing various negative emotional states.
World Health Organization Self-Care Questionnaire: To evaluate self-care, the questionnaire designed by the World Health Organization (WHO, 2016) was employed. This 30-item instrument encompasses three primary dimensions: physical, psychological, and social self-care.

Results

The results of the Pearson correlation analysis indicated a significant negative relationship between negative emotions and self-care (p* < 0.01). This finding suggests that higher levels of negative emotional states are associated with a decrease in self-care behaviors among parents of children with intellectual disabilities.
 Furthermore, the correlation matrix revealed that self-care has a significant negative relationship with several key components of metacognitive beliefs. Specifically, self-care was found to be negatively correlated with the uncontrollability and danger of thoughts, low cognitive confidence, and low cognitive self-awareness (*p* < 0.05 or p < 0.01 depending on your data). These results indicate that as these negative metacognitive beliefs increase, the level of self-care among parents tends to decline.
Table 1. Predicting Self-Care through Negative Emotions and Metacognitive Beliefs




p≤


t


b


p≤


f


R²


R


Predictor Variable


Step




.01


-7.53


-.51


.001


56.77


.26


.51


Negative Emotions


First Step




.01


-7.7


-.51


.001


33.82


.3


.55


Negative Emotions


Second Step




.01


-2.87


-.19


Metacognitive Beliefs




As shown in Table 1 (or the table above), the results of the stepwise regression analysis indicated that both negative emotions ($\beta = -0.51$, $t = -7.70$, $p \leq 0.01$) and metacognitive beliefs ($\beta = -0.19$, $t = -2.87$, $p \leq 0.01$) were significant negative predictors of self-care among parents of children with intellectual disabilities. Together, these two variables accounted for 30% of the total variance in self-care scores ($R^2 = 0.30$, $F(2, 157) = 33.82$, $p \leq 0.001$).

Discussion

The primary objective of this study was to investigate the relationships among metacognitive beliefs, negative emotions, and self-care in parents of children with intellectual disabilities. The results of the Pearson correlation analysis revealed significant negative relationships between negative emotions and overall self-care, as well as its specific dimensions, including physical, psychological, and social self-care. These findings suggest that as negative emotional states—such as anxiety, depression, and stress—increase, parents' engagement in essential self-care activities across all domains tends to decrease.

Conclusion

The findings of this study should be interpreted with caution due to the lack of control over some potential confounding variables such as socioeconomic status and social support. These variables may have influenced the relationship between negative emotions, metacognitive beliefs, and self-care. Therefore, a definitive conclusion about causality or the precise strength of the relationships requires future studies with a longitudinal or experimental design that systematically measure and control these variables. However, the present findings can be useful as a basis for the initial understanding of these relationships in the studied population and for designing more precise future research.
This negative correlation highlights the debilitating impact of chronic emotional distress on the daily functioning and health-maintenance behaviors of parents who care for children with special needs. Furthermore, the significant association between negative emotions and social self-care indicates that emotional burdens may lead to social withdrawal or a reduction in seeking social support, which are critical components of maintaining one's well-being in challenging caregiving environments.
Acknowledgments
The authors wish to express their deepest gratitude to all the parents of children with intellectual disabilities in Kerman for their invaluable participation and cooperation. We also extend our sincere thanks to the General Department of Welfare and the Welfare Organization of Kerman for their essential support and assistance in conducting this research.