Thesis

CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the result, findings, analysis, and interpretation of the data.
As shown in the appendix, the research questions were interpreted using descriptive and
inferential analyses and presented in tabular form. Further, this chapter includes testing
of the following hypotheses:
Ho1: There is no significant relationship between parenting stress and coping
strategies of mothers with a child with ADHD.
Ho2: There is no significant difference in the level of stress of the mothers with a
child with ADHD based on the following:
a. age
b. socio-economic status
c. highest educational attainment
d. number of children
Ho3: There is no significant difference in the level of coping strategies of mothers
based on the following:
a. age
b. socio-economic status
c. highest educational attainment
d. number of children

Should you not put a sub-heading here, i.e., Demographic Profiles of the Respondents
Based on Descriptive Statistics?
Table 1
Demographic Profile in terms of Age Group
Table 1 shows the age distribution of the respondents. It shows that 66 out of 114
are from the age group of 31 to 40 years old, which is equivalent to 57.9%, followed by
34 respondents who belong to the age group of 21 to 30 years old, which is equivalent to
29.8%, and 14 respondents belong to the age group of 41 to 50 years old which is
equivalent to 12.3%. These data indicate that most of the respondents come from 31 to
40 years old. It appears that the majority of the mothers from the population are in the
middle age or are mid-lifers and that those that belong to the older age brackets are the
fewest.
Table 2
Demographic Profile in terms of Income
Age Group Frequency Percentage
21 to 30 years old 34 29.8
31 to 40 years old 66 57.9
41 to 50 years old 14 12.3
Total 114 100
Income Group Frequency Percentage
Less than Php. 11,690 per month 39 34.2
Php 11,690 - 23,381 per month 24 21.1
Php 23,831 - 81,832 per month 46 40.4
Php 81,832 - 233,806 per month 5 4.4
Total 114 100

Table 2 shows the income distribution of the respondents. It shows that 46 out of
114 are those that belong to an income range of Php 23,831 to 81,832, which is equivalent
to 40.4%, followed by 39 respondents receiving an income range of less than Php 11,690,
which is equivalent to 34.2%, 24 respondents receiving an income range of Php 11,690
to 23,381 which is equivalent to 21.1%, and five respondents receiving an income range
of Php 81,832 to 233,806 per month. These data indicate that most respondents belong
to an income range of Php 23,831 to 81,832. In the Family Income and Expenditure
Survey (2015), according to recent data, middle-income households are concentrated in
urban areas, particularly Metro Manila and its neighboring regions, about half (46.8%) of
the households were middle-class or those who have an income between Php 23,831 -
81,832 per month. More than half (50.9%) belonged to the lower-income class (less than
Php 11,690 – 23,381 per month), and a much smaller share (2.3%) were upper-income
class. (FIES data, income-based approach). This statement supports the data findings in
Table 2, showing that 40.4% of the respondents cover the number of Filipino mothers
who receive an income within the same range.
Table 3
Demographic Profile in terms of Highest Educational Attainment
Highest Educational Attainment Frequency Percentage
High School Graduate 31 27.2
College Graduate 68 59.6
Post-Graduate Degree 15 13.2
Total 114 100

Table 3 shows the distribution of respondents based on their highest educational
attainment. It shows that 68 out of 114 respondents obtained or completed a college
degree as their highest educational attainment, which is equivalent to 59.46%, followed
by 31 respondents with the educational attainment of high school graduate which is
equivalent to 27.2%, and 15 respondents with a post-graduate degree which are
equivalent to 13.2% These data indicate that most of the respondents with the highest
educational attainment of a college degree. Half of the Filipino middle class had
completed their secondary education (Family Income and Expenditure Survey, 2015). It
is considered that the middle and upper classes highly value education. In Asia, education
is frequently viewed as the most important factor in achieving economic success
(Bandalaria, 2018), however, in a rapidly changing global economy, developing countries'
strong commitment to elementary education, at times at the expense of higher education,
has come under growing criticism. To the degree that the value of these benefits
outweighs the expenses, higher education constitutes a wise investment (Sanger &
Gleason, 2020). Social class is a stratification system that ranks people according to their
differential access to material, social, and cultural resources, which has a significant
impact on their daily lives (Durante & Fiske, 2017) and education contributes to social
stability and unity by promoting acceptance for differences among individuals. Members
of marginalized groups face additional obstacles to upward mobility as a result of their
education (Smithies, 2015). Thus, the data shown in Table 3 are consistent with the
respondents identified highest educational attainment.
Table 4
Demographic Profile in terms of Number of Children

Table 4 shows the distribution of respondents based on the number of children.
It shows that 59 out of 114 are respondents with two or more children, equivalent to
51.8%, and 55 respondents with one child, which is equivalent to 48.2%. These data
indicate that most of the respondents have two or more children. According to the
Philippines National Demographic and Health Survey (2017), there will be an average of
2.7 births per mother in a woman's lifetime. Nevertheless, Table 4 shows that majority of
the respondents have two or more children.
Table 5
Demographic Profile in terms of Attention Deficit Hyperactivity Disorder Specifier
Table 5 shows the distribution of respondents based on their child’s attention
deficit hyperactivity disorder specifier. It shows that 53 out of 114 respondents have
children who were diagnosed with the combined attention deficit hyperactivity specifier,
which is equivalent to 46.6%, followed by 37 respondents with children who were
diagnosed with an inattentive attention deficit hyperactivity specifier, which is equivalent
Number of Children Frequency Percentage
One Child 55 48.2
Two or More Children 59 51.8
Total 114 100
Attention Deficit Hyperactivity
Disorder Specifier
Frequency Percentage
Hyperactive-Impulsive 24 21.1
Inattentive 37 32.5
Combined 53 46.5
Total 114 100

to 32.5%, and 24 respondents with children who were diagnosed with a hyperactive-
impulsive attention deficit hyperactivity specifier which is equivalent to 21.1% These data
indicate that most of the respondents' children are from combined attention deficit
hyperactivity specifier. In a study by Ipçi, M. et al. (2020), the combined ADHD specifier
was found to have a frequency of 52.3%, inattentive ADHD specifier have a prevalence
of 44.4%, and hyperactive-impulsive only had 3.3%, which shows that Table 5 is
consistent with the highest number of ADHD specifier that is the combined type.
Table 6
The Level of Parental Stress in terms of Types of Parental Distress
Table 6 shows the Level of Parental Stress. It is illustrated in the table the highest
grand mean is from the "Difficult Child," which has a mean perception rating of (M=2.74,
SD=.850), based on the sample population variances that only means that perhaps
having a "Difficult Child" gives them Parental Stress. The least mean "Parental Child
Dysfunction" with a rating of (M=3.11, SD=.867) based on the sample population
variances that only means that maybe having a "Parental Child Dysfunction" gives them
Parental Stress.
The overall mean "Parental Stress" has a rating of (M=2.95, SD=.713), based on
the sample population variances that only means that they are presumably having a
Types of Parental Distress N Mean
Std.
Deviation
1. Parental Distress
114
2.99 .733
2. Parental Child Dysfunction 3.11 .867
3. Difficult Child 2.74 .850
OVERALL MEAN 2.95 .713
Legend: Strongly Agree: 1, Agree: 2, Not Sure: 3, Disagree: 4, Strongly Disagree: 5

"Parental Stress" with mothers who have a child with ADHD. Table 6 shows a consistent
representation in Leitch et al. study (2019), where parents may require assistance in
dealing with life stress in general, parents' unmet support requirements, and how
parenting an ADHD child can be a kind of social stress parents facing stigma and scrutiny.
In addition, the results present the respondents' opinion on their child's "uncontrollable
outbursts" and "absentmindedness," were identified as linked to crucial stress-provoking
child behaviors and represent both the outside intensity and disturbing interior
components of child ADHD (Leitch et al., 2019). From the answered questionnaire, it also
revealed that the greater part number of participants agreed that mothers "have found
that getting their child to do something or stop doing something is somewhat harder than
they expected." As Babinski (2019) points out, when the parent-child connection is
compromised, the child with ADHD is far more prone to incur long-term challenges,
resulting in their child turning out to be more of a problem than they had anticipated.
Babinski (2019) writes on how a disruption in the parent-child connection increases the
likelihood that a child with ADHD would face long-term troubles.
The researcher finds that parental stress can be inevitable for mothers who take
care of their children with ADHD. As mentioned, mothers can face daily stressors—from
bills and payments, to work, and, for those with other children, taking care of their other
children as well. For example, stress may be caused by trying to prioritize the care of
every child in the family. Although the researcher has mentioned other causes of stress
that can be indirectly related to mothers’ role as parents, the researcher deems it relevant
and necessary to mention other sources of stress. Mothers can simply be overwhelmed

by the demands of taking care of their children and trying to balance other aspects of
family life.
As for their roles as mothers, when it comes to parenting, their child’s condition
can certainly pose as an issue for the former. Apart from the factors mentioned earlier,
raising a child with ADHD can be difficult due to their children’s behavioral issues. For
instance, reminding their child to do homework and chores may be more challenging and
may cause tension because the child may forget instructions. A child’s hyperactivity may
also cause stress for the mother when the latter has to resort to scolding and reprimanding
in a public place, in an event, or even at home. A child’s outbursts can understandably
lead to stress because a mother may feel helpless when it comes to attempting to resolve
this issue without proper coping strategies. Because the mother may pose as the primary
caregiver of the child, the mother and the child may constantly feel at odds with each
other as well.
Table 7
The Level of Coping Strategies in terms of Types of Coping Strategies
Types of Coping Strategies N Mean
Std.
Deviation
1. Acquiring Social Support
114
3.09 0.73
2. Reframing 3.71 0.93
3. Seeking Spiritual Support 3.37 0.96
4. Mobilizing Family to Acquire and Accept
Support
3.42 0.98
5. Passive Appraisal 3.06 0.79
OVERALL MEAN 3.33 0.53
Legend: Strongly Agree: 5.00, Agree: 4, Not Sure: 3, Disagree: 2, Strongly Disagree: 1

Table 7 shows the Level of Coping Strategies of the mother respondents. It is
illustrated in the table the highest grand mean is Reframing, which has a mean perception
rating of (M=3.71, SD=0.93), based on the sample population variances that only means
that reframing perhaps is an acceptable coping strategy and the least mean "Passive
Appraisal" with a rating of (M=3.06, SD=0.79), based on the sample population variances
that only means that passive appraisal perhaps is an acceptable coping strategy. The
variances of the types of coping strategies, which are Acquiring Social Support,
Reframing, Seeking Spiritual Support, Mobilizing Family to Acquire and Accept Support,
and Passive Appraisal, only show the spread of the scores or the distance of the scores
from the mean. The higher its value, the more distant and spread the scores are from the
mean.
The overall mean of the Types of Coping Strategies has a rating of (M=3.33,
SD=0.53), which the variance does not suggest the effectiveness or the lack of it in terms
of coping strategy. The variance only shows how dispersed and scattered the scores or
values are from the mean, based on the sample population variances that only mean that
presumably the different coping strategies are ineffective with mothers who have a child
with ADHD. The results go beyond the study of Muñoz-Silva (2017), showing that having
a child with ADHD influences the respondents' social life, which is directly linked to the
child's emotional and behavioral issues. Several parents mentioned in Ringer's research
(2020) that a continuing process of actively seeking information that they might apply
while dealing with their child's ADHD-related behaviors by "attending lectures on
neuropsychiatric medication and talking to other parents about this when I attended those
courses." Even when faced with condemnation, parents did not always opt to notify others

about their child's diagnoses; they did so only when trusted by other adults and felt their
attitude would be one of understanding. Both the child's behavior and family context on
cohesiveness and family engagement were revealed to be significant predictors of
parental stress in a multiple regression model (Muñoz-Silva, 2017). Interviewed mothers
in Ringer's (2020) study establishes a balance between ADHD, daily necessities, and
personal values, which reveals in Table 7 that the predominance of the participants
agreed showing that the mothers are strong. Upon introducing the ideas of religious
coping or spiritual support, other religiosity factors may also serve as predictors of
psychological well-being must be considered, religious identity, engagement, and support
may all be additional characteristics of religiosity that are linked to more general coping
behavior (Davis, 2016); the findings shown from the table present that most mothers
agreed to the statement "having faith in God" is the level of coping strategy in their ways
of seeking spiritual support. In a study by Frick & Brocki (2019), for their children with
ADHD, parents will need to assist them in controlling their impulses and other behaviors.
Parents, school, and the child's doctor collaborate to develop a support plan once their
child has been diagnosed. Therefore, respondents have agreed, as shown in the results,
that through "seeking assistance from community agencies and programs designed to
help families in situations," parents have control over their child's treatments, support
groups, and relaxation techniques their children have access to.
Based on the results, this only shows that the three most common coping
strategies are Reframing, Mobilizing Family to Acquire and Accept Support, and Seeking
Spiritual Support. While Reframing shows the resilience and strength of mothers, the
researcher believes that this may reveal how solitary and lonely the task of caring for the

child is. Mothers may constantly use Reframing to change their ideas about the situation
that their child is going through, as well as their own families.
On the other hand, Mobilizing Family to Acquire and Accept Support, and Seeking
Spiritual Support, are also the two most common coping strategies. These two coping
strategies require disclosing their child’s condition to other relatives, friends, or a support
group. With Mobilizing Family to Acquire and Accept Support, this may suggest that the
child with ADHD is perceived as a personal problem of the family. This coping strategy
shows that mothers see the need to ask for help so that other family members may be
aware of the child’s condition. Yet awareness may not only be key here. Once other family
members are made aware of the child’s condition, this may result in better functioning of
the family. As for Seeking Spiritual Support, the researcher infers that this is not only due
to the role that religion plays in Philippine society. Because the child’s condition may prove
to be too much for the mother and her family, Seeking Spiritual Support may be one of
the solutions mothers may resort to as a way to handle stress.
Another sub-heading here, i.e., Parental Stress and Coping Strategies
Table 8
Degree of Relationship Between Parental Stress and Coping Strategies
*. Correlation is significant at the 0.05, **. Correlation is significant at the 0.01
Table 8 shows the correlation coefficient between Parental Stress and Coping
Strategies. It can be seen that there is a weak positive relationship with a Pearson
Variables
Pearson
Correlation
R2 Sig.
(p-value)
Decision
on Ho1
Interpretation
Parental Stress
.221* .048841 0.018 Reject Significant
Coping Strategies

Correlation value of 0.221 equivalent to 22.1%. The 22.1% of changing variation is
represented by the coping strategies contribution towards parental stress.
The square of .221 is .048841, translated to a Coefficient of Determination that is
4.88%. The table shows that the coefficient is positive. This suggests that 4.88% in the
variation in the values of parental stress can be accounted for by the variation in the
values of coping strategies and vice versa. On the other hand, 1-.048841 is .951159,
which is 95.12%. This coefficient of non-determination suggests that 95.12% of the
variance in parental stress cannot be accounted for by the variance in coping strategies
and vice-versa. This proportion can be attributed to other factors or variables that were
not considered in the study.
It clarifies and responds to Ho1 that there is no significant relationship between
parenting stress and coping strategies among mothers of children with ADHD. As a
result of the survey questionnaire given to the respondents, we can conclude that the
indicators have a significant correlation with a p-value of 0.018 or 98.2% confidence
level.
Results showed that although there was a positive and significant relationship
between coping and intensity of stress, as previously reported by Kiami and Goodgold
(2017), the majority of mothers demonstrated clinically significant levels of stress, the
percentage of helpful coping strategies predicted maternal stress levels. Increases in
beneficial coping behaviors were associated with a reduction in maternal stress.
According to the study's findings of Mostafa (2019), more than 60% of the mothers'

studied experience moderate levels of stress. This result could be explained by the
mothers' reported exhaustion and stress due to the enormous responsibilities
associated with caring for a disabled child. Additionally, as expected, mothers of
children with ADHD experience more difficulties. There are associations between
coping strategies and behavior problems that became statistically significant with
mothers having a child with ADHD. As a result, this finding emphasizes the critical
nature of the mothers' coping strategies in the most common comorbidities associated
with ADHD. More precisely, mother disengagement is positively associated with
behavior problems, peer relationship problems, and the child's total number of
perceived problems (Berenguer et al., 2020). A variety of techniques are used to cope
with pressures and emotions of stress the respondents’ encounter in their day-to-day
lives. Researchers, Lazarus and Folkman (1987) have described stress coping as an
enhanced version of cognitive appraisal that determines whether or not an individual
believes he or she has the resources to cope effectively with a stressful event or
change. When the mother does not believe she has the ability or does not feel in control
of the situation, she is more likely to engage in an emotion-focused coping response
such as wishful thinking, which includes wishing to keep changing what is transpiring,
being distant, or emphasizing the positive aspects of the situation (Lazarus & Folkman,
1987). The researcher considers why mothers have a diminished belief in their ability to
cope with pressures and emotions and stress in their day-to-day lives. One reason is
that mothers may feel that they have exhausted every possible avenue to take care of
their child’s needs. Their child’s behavior may not be improving, so mothers can feel
that they are at a loss as to how to resolve these behavioral issues. Mothers will do

exhaustive research and find ways to educate themselves about ADHD yet may still feel
at a loss because they do not see the ‘progress’ of their child and the relationship that
they have with their child. At the same time, mothers may feel helpless because their
coping strategies may have not been working. This may be true for both mothers who
have only one child and for mothers who are also raising two or more children. Mothers
may be aware that their time and energy may be too focused on one child. For mothers
who only have one child, they may still be overwhelmed because of their child’s
condition.
Other reasons may be because mothers may experience tension when it comes
to their relationship with their husbands. Their husbands may have different values and
opinions when it comes to raising their child and having other children may complicate
the situation. Husbands may think that their other children are not being prioritized and
may not completely understand their child’s condition as well. Moreover, husbands may
not be as accepting of their children’s condition. Husbands may not bear to face the truth
that their child has special needs. These may prove additional stressors to mothers.
Understanding how stress impacts human health and functioning necessitates
the identification of coping mechanisms and mechanisms of coping. Despite the fact
that there are multiple coping strategies, each coping approach is distinct from the
others. Individuals who are under stress scenarios are faced with two tasks according to
Lazarus and Folkman (1987), individuals must solve the problem and regulate their
emotions, which are reflected in two comparable dimensions, namely, the problem
coping dimension and the emotion coping dimension. Problem coping dimension and

emotion coping dimension. In reference to the study of Stanisławski (2019), negative
emotional coping mechanisms include self-criticism when confronted with a problem
and concentrating attention on the negative features of a stressful circumstance.
Parents become focused in their irreplaceable caring role and unwilling to surrender
their children's independence at the same time.
Cited in Wong’s study (2021), parents of children with ADHD face enormous
difficulties and a variety of different types of burdens when caring for their children.
Throughout the caregiving journey, coping varies. The majority of mothers stated that
emotional distress was exacerbated prior to their children's ADHD diagnosis being
confirmed. However, even in the face of condemnation, parents did not always choose
to inform others of their child's diagnosis; instead, they did so only when they felt they
could rely on the other adult and believed their attitude would be one of understanding
(Muñoz-Silva, 2017).
The researcher holds this same view—that parents, especially mothers, can
experience negative emotional coping mechanisms since they go through stressful
circumstances as primary caregivers of their children. It may be easy to find fault in their
parenting style or in the way that they communicate with their children, especially if they
do not see changes in their child’s behavior. Because of misunderstandings between
mothers and their children, mothers may think that they might not be as caring or as
understanding to their children who have ADHD.
Just as Wong’s study indicates, the stress that mothers may go through may be
worse prior to the diagnosis. This may be true since mothers are not aware of their
child’s condition prior to the diagnosis. Mothers may find themselves confused and

hopeless prior to their child’s diagnosis. A doctor’s diagnosis may be helpful in terms of
understanding the child and his symptoms. This may also prove helpful in terms of
communicating with the child and with parenting. When it comes to informing others
about their child’s diagnosis, the researcher believes that mothers may want to protect
their child from other people’s judgment. Mothers may be wary of comments from others
who may not be made aware of their child’s condition. At the same time, mothers may
be unwilling to face the scrutiny and judgment when it comes to their parenting style.
Parental Stress and Age- another subheading. Be sure to follow the APA format.
Table 9
Difference Between the Level of Parental Stress Based on Age Groups
Note: > .05 Accept HO (Not Significant), <.05 Reject HO (Significant)
Table 9 shows the significant difference among the different variables, such as
Parental Distress, Parental Child Dysfunction, and Difficult Child. Their corresponding F
statistic value is derived through One-Way ANOVA. The first set of values refer to Ho2,
which tells us that there is no significant difference among the Level of Parental Stress
Types of Parental
Stress
Age Group F Value
Sig.
Value
Decision
on Ho2
21-30
2.705 0.071 Accept
31-40
41-50 Years Old
2. Parental Child
Dysfunction
21-30
3.226 0.043 Reject
31-40
41-50 Years Old
3. Difficult Child
21-30
1.137 0.324 Accept
31-40
41-50 Years Old
OVERALL
21-30
2.888 0.060 Accept
31-40
41-50 Years Old

Based on Age Groups. Parental Distress is based on the result that there was no
statistically significant difference as determined (F(2,114) = 2.705 with a p-value of
0.071, which indicates a 92.9% chance that the answer is probably true, and 7.1%
chance are not true among the age group. Parental Child Dysfunction based on the
result that there was a statistically significant difference as determined (F(2,114) = 3.226
with a p-value of 0.043, which indicates that there a 95.7% chance that the answer is
probably true, and 4.3% chance are not true among the age group, and Difficult Child
based from the result that there was no statistically significant difference as determined
(F(2,114) = 1.137 with a p-value of 0.324, which indicates that there a 67.6% chance
that the answer is probably true, and 32.4% chance are not true among the age group.
Parental Child Dysfunction, which refers to the measure of parents’ satisfaction
with their child and their interactions with child, proves to be the sole differentiating
factor when it comes to Parental Stress. The researcher discusses that while mothers
may not strongly feel that their child is considered a difficult child, and while Parental
Distress may not be an issue, parent-child bonding is what poses a problem between
mothers and children with ADHD.
For the researcher, mothers may have accepted that their children have a
serious condition—a form of disability that affects the child’s behavior and cognitive
functioning. Mothers may have accepted that their children are already afflicted by their
condition. Mothers can easily accept and better handle the disability caused by a certain
condition. On the other hand, what mothers can’t handle is the fact that the child has no
control over his condition. In terms of bonding, mothers know that their children are

emotionally behind, especially when compared to their peers or other siblings, if they
have any. Children with ADHD are not expected to connect with their mothers because
of this.
The overall difference of the result of 114 respondents’ perception of parental
stress, based among age group indicates that there is no statistically significant
difference (F(2,114) = 2.888 with a p-value of 0.060, which indicates that there is a
94.0% chance that the answer is probably true, and 6.0 % chance are not true.
In line with the previous study of Parkes et al. (2015), independent of other
factors, the mother's age is known to be positively associated with feeling more restricted
and less fulfilled by the parental role. Mothers of adolescents with ADHD were also more
likely to indicate that due to their children's difficulties, they have less satisfying
relationships with their teens and their partners and friends, they feel constrained by their
parenting role, and they feel guilty and incompetent (Wiener et al., 2016).
The researcher agrees with Parkes et al. and Wiener et al. since adolescent
children with ADHD are closer to adulthood and will have, therefore, their own opinions
and interests. Tension between adolescent children with ADHD and mothers is expected
at this stage in children’s lives since adolescent children without ADHD also experience
tension with their parents, too.
As for mothers of adolescent children with ADHD, it is more difficult to handle
teenagers. For example, mothers have set expectations about their children. They expect
their children to obey and follow instructions. However, when thirteen-year-olds or older
children do not follow instructions or set guidelines, their behavior may be seen as

defiance by mothers and fathers. Mothers can also be affected because they are
witnesses to their child’s inability to cope and adjust as they grow older. In turn, this
causes mothers pain and distress.
Table 9.1
Post-Hoc (Least Significant Difference) comparison between the level of parental
stress with a child with ADHD in terms of Age Group
Table 9.1 shows the post hoc analysis using Least Significant Difference (LSD)
on Parental Stress according to the Age Group. It is illustrated that based on 21 to 30
v. 41 to 50 years old comparison indicates that there was a statistically significant
difference with a sig. value of (0.013) 31 to 40 v. 41 to 50 years old comparison, there
was a statistically significant difference with a sig. value of (0.013, which is less than
0.05), 41 to 50 v. 20 to 30 years old comparison indicates a statistically significant
difference with a sig. value of (0.013, which is less than 0.05), and the final result of 41
to 50 v. 31 to 40 years old comparison indicates that there was a statistically significant
difference with a sig. value of (0.036, which is less than 0.05). The output of LSD
Parental
Stress
Age Group Mean
Difference
(I-J)
Sig.
Value
Interpretation
(I) (J)
Parental
Child
Dysfunction
21-30 Years Old
31 to 40 -0.14874 0.409 Not Significant
41 to 50 -.68076* 0.013 Significant
31-40 Years Old
20 to 30 0.14874 0.409 Not Significant
41 to 50 -.53201* 0.036 Significant
41-50 Years Old
20 to 30 .68076* 0.013 Significant
31 to 40 .53201* 0.036 Significant
*. The mean difference is significant at less than 0.05 level

indicates that the mentioned above among age groups mean difference score have
statistical significance from each other with less than 0.05 level.
The results tie with the previous study of Lee (2015) where it indicates that
mothers of children with ADHD report poor psychological well-being. In this population,
depressive symptoms have been identified as a significant predictor of psychological well-
being. Depressive symptoms are present when mothers of children with ADHD are young,
and they remain high when these mothers reach their later years. The deteriorating effect
of caregiving on physical health and well-being appears to be more significant in older
mothers (41-50 years) of children with ADHD (Seltzer et al., 2011). For the researcher,
because mothers are the primary caregivers of their children, dealing with their child’s
ADHD will directly affect them emotionally, physically, and psychologically. Dealing with
their child’s ADHD is demanding when it comes to their time and energy. Visits to doctors,
psychologists, and teachers can be tiring for mothers. Dealing with their child’s symptoms
can pose as a challenge for mothers as well. Helping their child with homework, for
example, can be doubly tiring because of their child’s inattentive nature and memory
problems. And, as mentioned, taking care of their children can take a toll on mothers’
health especially as they age. Mothers in middle age may not have the same energy
levels as younger mothers do. Mothers in their middle age may have a difficult time
dealing with their children’s hyperactivity. Mothers in their middle age may also be busy
with work at this point in their lives, making it much harder for them to take care of their
children.

Coping Strategies and Age
Table 10
Difference Between the Level of Coping Strategies Based on Age Groups
Table 10 shows the significant difference between Coping Strategies according to
Age Group. There was a statistically significant difference between groups as determined
(F(2,114) = 7.726 for seeking spiritual support with a p-value of 0.001 and (F(2,114) =
7.726 for mobilizing family to acquire and accept help with a p-value of 0.007.
This only goes to show that Seeking Spiritual Support and Mobilizing Family to
Acquire and Accept Help are the Coping Strategies that mothers of each age group
employ when taking care of their children who have ADHD. Seeking Spiritual Support
may be possible because of the role of Christianity in the Philippines. At the same time,
Types of Coping
Strategies
Age Group
F-
value
Sig.
Value
Decision
on Ho3
1. Acquiring Social
Support
21-30
2.498 0.087 Accept
31-40
41-50 Years Old
2. Reframing
21-30
2.351 0.100 Accept
31-40
41-50 Years Old
3. Seeking Spiritual
Support
21-30
7.726 0.001 Reject
31-40
41-50 Years Old
4. Mobilizing Family to
Acquire and Accept
Help
21-30
5.261 0.007 Reject
31-40
41-50 Years Old
5. Passive Appraisal
21-30
0.550 0.579 Accept
31-40
41-50 Years Old
OVERALL
21-30
5.939 0.004 Reject
31-40
41-50 Years Old
Note: > .05 Accept HO (Not Significant) <.05 Reject HO (Significant)

seeking the help of a higher power seems logical when it appears as if mothers have
exhausted every possible way to help their child and cope with the stressors of raising
their child with ADHD. If other coping strategies may not seem to help mothers with their
stress, prayer and asking the advice of priests or pastors may alleviate mothers’ worry,
exhaustion, and frustration.
As for Mobilizing Family to Acquire and Accept Help, the researcher surmises that
while a child’s condition may be a private matter, asking the help from the rest of their
family will make mothers feel less alone as primary caregivers of children with ADHD.
Perhaps psychoeducation of the whole family can play a part in this, since family
members being made aware of ADHD and how it affects the child with ADHD will definitely
aid in communicating with the child and in understanding the child with the condition.
Other members of the family may also be in denial of the child’s condition or may not want
to be educated by the child’s condition. The researcher believes that this coping strategy
is significant in helping the mother cope with the child’s condition since members of the
family being in agreement with each other in terms of care and coping can also reduce
family tension.
Based on the overall difference of the result of 114 respondents' perception of
coping strategies based on age, there is a statistically significant difference (F(2,114) =
0.004 with a p-value of 0.004.
Other results were broadly in line with the study of Weiss et al. (2012), wherein the
family's sense of control over life events and stressors is mediated by social support and
self-efficacy. Similarly, parents who have a higher level of social support report having a
more positive mood. In addition to the impact of the child's behavioral problems, different

sources of informal social support, such as the partner, other family members, and
friends, mediate and moderate maternal well-being, reduce stress, foster engagement
(Sharabi and Marom-Golan, 2018), and predict changes in well-being.
Table 10.1
Post-Hoc (Least Significant Difference) comparison between the level of coping
strategies with a child with ADHD in terms of Age Group
on coping strategies according to Age Group. Among the age group of 21 to 30 v. 31 to
40 and 41 to 50 years old, it is illustrated that based on Seeking Spiritual Support,
comparison indicates a statistically significant difference with a sig. value of (0.010,
0.000), 31 to 40 v. 20 to 30, and 41 to 50 years old comparison indicates a statistically
significant difference with a sig. value of (0.010, 0.029), and 41 to 50 v. 20 to 30, and 31
to 40 years old comparison indicates a statistically significant difference with a sig. value
of (0.000, 0.029). Based on Mobilizing Family to Acquire and Accept Help among the age
Coping
Strategies
Age Group Mean
Difference
(I-J)
Sig.
Value
Interpretation
(I) (J)
Seeking
Spiritual
Support
21-30 Years Old
31 to 40 -.49844* 0.010 Significant
41 to 50 -1.08718* 0.000 Significant
31-40 Years Old
20 to 30 .49844* 0.010 Significant
41 to 50 -.58874* 0.029 Significant
41-50 Years Old
20 to 30 1.08718* 0.000 Significant
31 to 40 .58874* 0.029 Significant
Mobilizing
Family to
Acquire
and Accept
Help
21-30 Years Old
31 to 40 -0.31417 0.118 Not Significant
41 to 50 -.97164* 0.002 Significant
31-40 Years Old
20 to 30 0.31417 0.118 Not Significant
41 to 50 -.65747* 0.020 Significant
41-50 Years Old
20 to 30 .97164* 0.002 Significant
31 to 40 .65747* 0.020 Significant

group of “21 to 30 v. 41 to 50 years old, the comparison indicates a statistically significant
difference with a sig. value of (0.002), 31 to 40 v. 41 to 50 years old comparison indicates
a statistically significant difference with a sig. value of (0.020), and 41 to 50 v. 20 to 30,
and 31 to 40 years old comparison indicates a statistically significant difference with a sig.
value of (0.002, 0.020). The output of LSD indicates that the mentioned above among
age groups mean difference score have statistical significance from each other with less
than 0.05 level.
Seeking Spiritual Support seems to be logical because mothers need inner
strength to deal not just with their children’s condition, but with stressors they may face
as wives and mothers to their other children, if they have any. They also need inner
strength to balance other stressors, like demands at work. In addition to this, as
mentioned in the discussion, Seeking Spiritual Support may be necessary because
mothers will exhaust every possible option to help their children with ADHD and to
educate themselves about their children’s condition.
As for Mobilizing Family to Acquire and Accept Help, mothers would not want to
feel alone and alienated when dealing with their children’s condition. Mobilizing their
family seems like the next step so that other members of the family would be made aware
of their family member’s condition. Mobilizing the family is essential because children with
ADHD need understanding from their families. Moreover, this is not just the sole
responsibility of the mothers. This is a collective effort from the whole family.
A similar conclusion was reached by Durban et al. (2012) where the mothers' age
played a significant role in their decision to use a 'Spiritual' mechanism to cope with their
stress. The results indicate that middle-aged parents (31-40 years) were more likely to

seek the Almighty's guidance, which could be due to a lack of life experience or the
willpower to handle the situation, which caused them to offer it to God. On the other hand,
parents in the 21-30 age group may have been more exposed to various life situations,
resulting in the development of their inner strength, making them the least likely of the
group to use the 'Spiritual' mechanism. In line with Balagan and Tarroja (2020) ideas,
adaptation strategies included seeking professional advice, attempting to remain
optimistic, family coordination, religiosity, and self-care. Mothers generally reported
seeking information and utilizing professional services as coping mechanisms.
Additionally, the results demonstrated how family coordination alleviates the burden of
parenting an ADHD child.
Parental Stress and Income
Table 11
Difference Between the Level of Parental Stress Based on Income
Parental Stress
Income Group
(In Php. per month)
F Value
Sig.
Value
Decision
on Ho2
Less than 11,690
5.667 0.001 Reject
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
2. Parental Child
Dysfunction
Less than 11,690
2.371 0.074 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
3. Difficult Child
Less than 11,690
0.425 0.735 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
OVERALL
Less than 11,690
2.679 0.050 Reject
11,690 – 23,381
23,831 – 81,832

Table 11 shows the significantly different variables, such as Parental Distress,
Parental Child Dysfunction, and Difficult Child and their corresponding F statistics value
derived through One-Way ANOVA. The first set of values refers to Ho2, which tells us
that there is no significant difference in the mothers' stress level with a child with ADHD
based on the income. A statistically significant difference between groups as
determined (F(3,114) = 5.667 for parental distress with a p-value of 0.001.
parental stress based on income, there is a statistically significant difference (F(3,114) =
2.679 with a p-value of 0.050.
Maternal social support has a significant role in reducing a substantial link
discovered between getting support from family and social groups and the mothers'
ability to enjoy life (Al-Kandari et al., 2017). Economic stress affects parents and
children differently depending on the parent's socioeconomic status (Cronin et al.,
2015). The findings in Table 11 show consistency in Lindsey and Barry (2018), which
shows that higher levels of social support have been linked to fewer negative
consequences of raising a child with ADHD.
Table 11.1
Post-Hoc (Least Significant Difference) comparison between the level of coping
strategies with a child with ADHD in terms of Income
81,832 – 233,806

on Parental Stress according to Income. It is illustrated that based on “Parental Distress”
among income group of “Less than Php. 11,690 per month v. 11,690-23,381, 23,831 -
81,832, 81,832 - 233,806” comparison indicates that there was a statistically
significant difference with a sig. value of (0.009, 0.000, 0.048), “Less than Php. 11,690-
23,381 per month v. Less than Php. 11,690” comparison indicates that there was a
Parental
Stress
Income Group Mean
Difference
(I-J)
Sig.
Value
Interpretation
(I) (J)
Parental
Distress
Less than Php.
11,690 per month
11,690-23,381 -.47910* 0.009 Significant
23,831 - 81,832 -.58149* 0.000 Significant
81,832 - 233,806 -.65610* 0.048 Significant
Php. 11,690 -
23,381 per month
Less than Php.
11,690
.47910* 0.009 Significant
Php. 23,831 - 81,832 -0.10239 0.557 Not
Significant
Php. 81,832 -
233,806
-0.17700 0.603 Not
Significant
Php. 23,831 -
81,832 per month
Less than Php.
11,690
Php. 11,690 - 23,381 0.10239 0.557 Not
Significant
Php. 81,832 -
233,806
-0.07461 0.819 Not
Significant
Php. 81,832 -
233,806 per month
Less than Php.
11,690
Php. 11,690 - 23,381 0.17700 0.603 Not
Significant
Php. 23,831 - 81,832 0.07461 0.819 Not
Significant
*. The mean difference is significant at less than 0.05 level

statistically significant difference with a sig. value of (0.009), “Php. 23,831 - 81,832
per month v. Less than Php. 11,690” comparison indicates that there was a statistically
significant difference with a sig. value of (0.000), and Php. 81,832 - 233,806 per month
v. Less than Php. 11,690” comparison indicates that there wasa statistically significant
difference with a sig. value of (0.048). The output of LSD indicates that the mentioned
above among income groups mean difference score have statistical significance from
each other with less than 0.05 level.
Mothers' responses to stress can also suffocate the relationship between children's
financial stress and problem behaviors (Ponnet et al., 2011 cited in Cronin, 2015).
According to Leininger & Kalil (2014), the economic strain may be caused less by
significant events like job loss and more by how those events are perceived. For example,
persistent worry and insecurity about the future cause more economic stress than a loss
of income alone. The influence of maternal parenting stress reveals that the families need
support in coping with their many childrearing challenges. The results now provide
evidence to Table 11.1.
A family’s income group can directly affect how mothers deal with their child’s
condition. Concerns about payments to schools, SPED programs, and expenditures as a
family are legitimate. Thinking about bills to be paid as well as their child’s condition can
prove to be too much for mothers. At the same time, if mothers have other children, they
can also be worried about tuition fee payments and constant expenses in school. The
researcher has observed that this may hold true for lower income groups. Medications

and doctors’ appointments can prove to be expensive, and this may affect mothers’
perception of their parenting skills.
Coping Strategies and Income
Table 12
Difference Between the Level of Coping Strategies Based on Income
Table 12 shows the significant difference such as Acquiring Social Support,
Reframing, Seeking Spiritual Support, Mobilizing Family to Acquire and Accept Help,
Types of Coping
Strategies
Income Group
(In Php. per month)
F-
Value
Sig.
Value
Decision
on Ho3
1. Acquiring Social
Support
Less than 11,690
0.042 0.989 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
2. Reframing
Less than 11,690
0.810 0.491 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
3. Seeking Spiritual
Support
Less than 11,690
0.715 0.545 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
4. Mobilizing Family to
Acquire and Accept
Help
Less than 11,690
1.323 0.271 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
5. Passive Appraisal
Less than 11,690
2.581 0.057 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806
OVERALL
Less than 11,690
0.828 0.481 Accept
11,690 – 23,381
23,831 – 81,832
81,832 – 233,806

and Passive appraisal and their corresponding F statistics value derived through One-
Way ANOVA. The first set of values refers to Ho3, which tells us that there is no
significant difference in Coping Strategies Based on Income.
There was no statistically overall significant difference between groups as
Having an ADHD child is associated with increased parental stress. To maintain a healthy
living, a study by Perez et al. (2018) states that individuals employ coping mechanisms
to alter either the stressor or their perception of the stressful situation. Without adequate
coping resources, the stress of raising an ADHD child can have a detrimental effect on
the parent's mental health. Individual characteristics have been proposed as critical
resources for coping, decision-making, and other aspects of parenting practices (Abidin,
1992 cited in Perez et al., 2018). A person's personality characteristics affect the coping
mechanisms he or she employs. In line with Miranda et al. (2021) study, more than 50%
of mothers report a decreased ability to enjoy life as they face the challenges associated
with raising a child with ADHD. From another angle by Papadopoulos (2021), solid
protective factors against maternal stress include the use of both formal and informal
sources of social support, such as professional guidance, groups of friends, extended
family members, groups of parents experiencing similar concerns, and online
communities.
Again, the results of the study showed that there is no significant difference
between coping strategies of mothers based on income. The researcher believes that

mothers seek social support, use reframing, seek spiritual support, mobilize their family
to acquire and accept help, and go through passive appraisal. That just means that across
income levels, all mothers seek the help of their peers and friends. They also seek the
help through prayer and may also seek spiritual support through the help of priests and
pastors. Mothers aim for their children with ADHD to be understood, especially at home.
No matter what their income level is, the goal of mothers is for their child with
ADHD to be understood and to be helped. Because they want to pursue every possible
option to help their son or daughter, these coping strategies are used by mothers whose
children have ADHD.
Parental Stress and Educational Attainment
Table 13
Difference Between the Level of Parental Stress Based on the Highest Educational
Attainment
Type of Parental
Stress
Highest
Educational
Attainment Group
F-Value
Sig.
Value
Decision
on Ho2
1. Parental
Distress
High School
Graduate
4.699 0.011 Reject
College Graduate
Post-Graduate
2. Parental Child
Dysfunction
High School
Graduate
10.101 0.000 Reject
College Graduate
Post-Graduate
3. Difficult Child
High School
Graduate
3.214 0.044 Reject
College Graduate
Post-Graduate
OVERALL
High School
Graduate 7.359 0.001 Reject
College Graduate

Table 13 shows the significant different variables, such as Parental Distress,
Parental Child Dysfunction, and Difficult Child and their corresponding F statistics value
derived through One-Way ANOVA. The first set of values refer to Ho2, which tells us
that there is no significant difference in the level of stress of the mothers with a child
with ADHD based on the highest educational attainment.
There was a statistically significant difference between groups as determined
(F(2,114) = 4.699 for parental distress with a p-value of 0.011, parental child dysfunction
F(2,114) = 10.101 with a p-value of 0.000, difficult child F(2,114) = 3.214 with a p-value
of 0.044 that is (<0.05).
parental stress based on highest educational attainment, it indicates that there is a
statistically significant difference (F(2,114) = 7.359 with a p-value of 0.001.
In line with the study of Parks (2018), low-educated mothers have fewer social
networks and feel more barriers to professional assistance; it seems reasonable that
low-educated mothers proved to be lacking in a variety of informal support systems and
were associated with smaller and less effective networks. At the same time, high-
educated mothers face unique obstacles due to their increased childcare needs while at
work. Despite having a more extensive and better-quality network, stress among high-
educated moms was related to less readily accessible informal support. In interviewing
the mothers, three points were agreed upon: "Having a child leaves little time and
Post-Graduate
Note: > .05 Accept HO (Not Significant) <.05 Reject HO (Significant

flexibility in my life," "Having a child leaves little time and flexibility in my life," and
"Having a child leaves little time and flexibility in my life." "Because of my child,
balancing different responsibilities is difficult." "Having a child has limited my options
and given me too little control over my life." In addition to Parks (2015), even when
maternal characteristics were corrected, they were linked to parenting stress. Stress
levels were higher in mothers with high and low education levels (Miranda et al., 2019).
It is also worth noting that the mediators of higher parental stress among less-educated
mothers were frequently critical paths to decrease stress levels.
Overall, these findings are in accordance with findings reported by Zaidman-Zait
et al. (2018), which highlights the importance of parental disengagement and a lack of
social resources for children with ADHD in their social development.
For the researcher, this means that mothers with a higher educational attainment
expect to stay at the office longer than mothers without college or postgraduate degrees.
These mothers represent special cases. Since they expect to stay at the office longer,
they also expect to spend less time with their children. This may cause tension between
children and mothers, as well as their other family members.
As for mothers without college and postgraduate degrees, they are more
dedicated as mothers to their children. With resources like the internet, these can serve
as support systems and a source of psychoeducation for these mothers. What may cause
these mothers stress is that these mothers cannot afford to send their children to special
schools. They may not afford appointments with psychologists and psychiatrists. They
may also have difficulties in obtaining psychological tests for their children with ADHD
because of the costs.

Table 13.1
Post-Hoc (Least Significant Difference) comparison between the level of parental
stress with a child with ADHD in terms of Highest Educational Attainment
Parental Stress
Income Group Mean
Difference
(I-J)
Sig.
Value
Interpretation
(I) (J)
Parental
Distress
High School
Graduate
College
Graduate
-0.26583 0.086
Not
Significant
Post-Graduate
Degree -.67908* 0.003 Significant
College
Graduate
High School
Graduate
0.26583 0.086
Not
Significant
Post-Graduate
Degree -.41325* 0.043 Significant
Post-
Graduate
High School
Graduate
College
Graduate
Parent-Child
Dysfunction
High School
Graduate
College
Graduate
-0.31349 0.075
Not
Significant
Post-Graduate
Degree -1.13357* 0.000 Significant
College
Graduate
High School
Graduate
0.31349 0.075
Not
Significant
Post-Graduate
Degree -.82008* 0.001
Not
Significant
Post-
Graduate
High School
Graduate
1.13357* 0.000 Significant
College
Graduate .82008* 0.001
Not
Significant

on Parental Stress according to Highest Educational Attainment. It is illustrated that based
on “Parental Distress” among educational attainment group of “High School Graduate v.
Post-Graduate” comparison indicates that there was a statistically significant
difference with a sig. value of (0.003), “College Graduate v. Post-Graduate” comparison
indicates that there was a statistically significant difference with a sig. value of
(0.043), “Post-Graduate v. High School Graduate and College Graduate” comparison
(0.003,0.043). Based on “Parent-Child Dysfunction” among educational attainment group
of “High School Graduate v. Post-Graduate” comparison indicates that there was a
statistically significant difference with a sig. value of (0.000), “College Graduate v.
Post-Graduate” comparison indicates that there was a statistically significant
difference with a sig. value of (0.001), “Post-Graduate v. High School Graduate and
College Graduate” comparison indicates that there was a statistically significant
difference with a sig. value of (0.000,0.001), and based on “Difficult Child” among
educational attainment group of “High School Graduate v. Post-Graduate” comparison
(0.021), “College Graduate v. Post-Graduate” comparison indicates that there was a
statistically significant difference with a sig. value of (0.018), “Post-Graduate v. High
School Graduate and College Graduate” comparison indicates that there was a
statistically significant difference with a sig. value of (0.021,0.018). The output of LSD

indicates that the mentioned above among highest educational attainment groups mean
difference score have statistical significance from each other with less than 0.05 level.
This only indicates that the test of significant difference among the educational
attainment group of (Post-Graduates) was significantly evident with (High School and
College Graduate) with a rating of F(2,114) = 4.669, p = 0.003, 0.043 for parental distress,
(Post-Graduates) was significantly evident with (High School and College Graduate) with
a rating of F(2,114) = 10.101, p = 0.000, 0.001 for parental child dysfunction, and (Post-
Graduates) was significantly evident with (High School and College Graduate) with a
rating of F(2,114) = 3.214, p = 0.021, 0.018 for difficult child. The result presumably we
can say that educational attainment has a difference in handling parental stress as their
strategies having a child with ADHD. Parenting's daily demands can be stressful,
overflowing with joy and happiness, as well as irritability and frustration. Parents who live
in high-stress environments are more susceptible to the adverse effects of parenting
stress, especially on their parenting practices (Cronin et al., 2015). The more stress
parents experienced due to financial setbacks, the more likely their children had
internalizing problems such as anxiety or depression. Interestingly, this same study
discovered that the more negative economic events parents endured, the more
externalizing problems such as aggression their children displayed (Puff & Renk, 2014 as
cited in Cronin, 2015).
The researcher surmises that homes where income and expenses are significant
concerns are high-stress environments, leading to more problems and stressors for
mothers who take care of children with ADHD. Utility bills, tuition fees, expenses for food

and supplies, and expenses for school make up a Filipino family’s list of everyday
expenditures. As mentioned by the researcher in the discussion, mothers will definitely
face more stress when they are not able to pay for these day-to-day expenditures.
Yet mothers who have more to spend are not exempted from facing daily
challenges when it comes to taking care of their children with ADHD. Children with ADHD
can have problems in school when it comes to academics and their relationships with
other children. Mothers can face frustrations when seeing the lack of progress with their
child when it comes to their child’s behavior, in their child’s academic advancement, and
in their child’s social skills.
Coping Strategies and Educational Attainment
Table 14
Difference between the level of coping strategies in terms of Highest Educational
Attainment
Types of Coping
Strategies
Highest Educational
Attainment Group
F-
Value
Sig.
Value
Decision
on Ho3
1. Acquiring
Social Support
High School Graduate
0.279 0.757 Accept
College Graduate
Post-Graduate
2. Reframing
0.239 0.788 Accept
College Graduate
Post-Graduate
3. Seeking
Spiritual
Support
0.134 0.875 Accept
College Graduate
Post-Graduate
4. Mobilizing
Family to
Acquire and
Accept Help
0.019 0.981 Accept
College Graduate
Post-Graduate
5. Passive
Appraisal
2.317 0.103 Accept
College Graduate
Post-Graduate

Table 14 shows the significant difference between Parental Stress according to
Income. There was no statistically overall significant difference between groups as
Mothers' everyday obligations can alternately be filled with joy and delight, as well as
aggravation and irritation. Challenging moments for parents of young children can occur
around bedtime and mealtimes, and can include a variety of actions and sentiments. In
line with the study of by Cronin, et al., (2015), economic hardship was connected to
harsher discipline, regardless of parental educational attainment. The impact of parents'
education and parenting stress on intellectually impaired children is demonstrated in this
study; the higher education group has less stress. The logical reason could be that when
parents become more educated, they become more conscious of their children's wants
and issues and are better equipped to cope with the current situation's expectations and
know how to manage them. Consistent with Kumar’s (2008) study, the level of education
has a substantial impact on psychological stress, with the higher the level of education
resulting in lower levels of stress; in addition, there were no statistically significant
variations in educational level and stress experienced by mothers of children with ADHD.
For mothers who may not have the finances to support their children, this results
in much stress. They may have limitations when it comes to understanding their child’s
condition and consequently, their child. They may have the time for their children, but they
might not have a guide on how to deal with their children. On the other hand, for mothers
OVERALL
0.201 0.818 Accept
College Graduate
Post-Graduate

who have the finances to support their children, it would be difficult to balance their
careers and their time with their children. Both their careers and the condition of their
children are time-consuming. This just means that mothers—from high school graduates,
to college graduates, and postgraduate degree holders—are still directly affected by their
child’s condition as well as challenges that come with the state of their finances.
Parental Stress and Number of Children
Table 15
Difference between the level of parental stress with a child with ADHD in terms of
Number of Children
Table 15 shows the significant difference between Parental Stress according to
Number of Children. There was no statistically significant difference between groups.
Based on the overall difference in the result of 114 respondents' perception of
parental stress based on the number of children, it indicates that there is no statistically
significant difference (F(1,114) = 0.039 with a p-value of 0.844.
In the results from the study of Leitch et al. (2019), parents described the difficulties
they faced when dealing with their children's intense, extreme, and frequent outbursts.
When parents discussed these outbursts, they used highly expressive language such as
Types of Parental
Stress
Number of Children Group
F
Value
Sig.
Value
Decision
on Ho2
1. Parental
Distress
One Child
0.028 0.866 Accept
Two or More Child
2. Parental Child
Dysfunction
One Child
0.078 0.781 Accept
Two or More Child
3. Difficult Child
One Child
0.109 0.742 Accept
Two or More Child
OVERALL
One Child
0.039 0.844 Accept
Two or More Child

"ADHD rampage" and "when he has a meltdown, it's like a volcano going off." Another
informant emphasized the reciprocal nature of parent-child emotions and behaviors,
stating that this behavior was challenging to manage when the parent was stressed or
rushed, for example, due to work.
The results tie well with the previous study of Ali et al. (2020), where it is noted that the
mothers' children's hyperactivity, impulsivity, inattention, emotional problems, and peer
problems or rejection result from their children's behaviors. Raising a normal child is
difficult, and raising a child with ADHD is even more difficult for parents, particularly
mothers, because mothers are typically the primary caregivers, on top of their other
responsibilities, which can result in feelings of frustration, stress, and depression. For
parents who have two or more children, having a child with ADHD can cause arguments
because the child with ADHD affects other children in the family. Having a child with
ADHD may cause arguments between the married couple; the couple may blame each
other for having two or more children, thinking that it would be easier to raise one child in
the family.
Whereas married couples may struggle accepting their children or the condition
of their child with ADHD, married couples who have one child may still encounter their
own problems. Mothers expect to raise ‘normal’ children and also expect the set of
problems and issues that come with raising these types of children, not children with
ADHD who come with a host of their own issues. Again, a child’s behavior, difficulties in
school and socializing, and symptoms of ADHD may be too much for mothers who have
one child in the family.

Coping Strategies and Number of Children
Table 16
Difference between the level of coping strategies Based on Number of Children
Table 16 shows the significant difference between Coping Strategies according to
Number of Children. There was a statistically significant difference between groups as
determined (F(3,114) = 5.667 for reframing with a p-value of 0.020 and (F(3,114) = 5.667
for seeking spiritual support with a p-value of 0.007.
Based on the overall difference in the result of 114 respondents' perception of
coping strategies based on the number of children, it indicates that there is no statistically
significant difference (F(3,114) = 2.885 with a p-value of 0.092.
Types of
Coping
Strategies
Number of Children
Group
F-
Value
Sig.
Value
Decision
on Ho3
1. Acquiring
Social
Support
One Child
0.620 0.433 Accept
Two or More Child
2. Reframing
One Child
5.562 0.020 Reject
Two or More Child
3. Seeking
Spiritual
Support
One Child
7.661 0.007 Reject
Two or More Child
4. Mobilizing
Family to
Acquire and
Accept Help
One Child
3.672 0.058 Accept
Two or More Child
5. Passive
Appraisal
One Child
1.387 0.241 Accept
Two or More Child
OVERALL
One Child
2.885 .092 Accept
Two or More Child

The number of children affects the parents' coping mechanism because it places an
enormous amount of stress on the parent when required to provide parenting
responsibilities to a more significant number of children while also meeting their child's
needs with exceptionality. Parents with more children had more difficulty managing their
finances than parents with fewer children (Schumacher Dyke, 2010 cited in Durban et al.,
2012). The critical nature of creativity in securing funding and resources to care for their
child with developmental delay. According to the same study, families sought assistance
from national disability advocacy organizations, which suggested sensitive and practical
ways to assist them. A similar conclusion of having two or more children makes it more
difficult to seek alternative sources of income, especially if the children's ages require
devoted attention. As a result, mothers' role in developing a child with ADHD is critical
because it determines how they cope with their experiences to maintain social support in
the family.
For mothers who seek spiritual support or guidance, this coping strategy appears
to be their only hope. If mothers have tried every other means to help their child without
the results, then the mother has no choice but to seek the Lord’s help and to accept that
the child does have this condition. For mothers, they seek the Lord’s guidance because
the only other option is to remain angry and resentful because of what is happening to
their child.
As for Reframing, this shows the mother’s resilience and strength when it comes
to handling extremely stressful situations. This also goes to show that mothers inherently
regulate their emotions to make stressful events more manageable. This speaks volumes

about mothers’ capability to control their emotions and their own strength in the face of
adversity.

Thesis

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