Moderating role of informational support in the relationship between credible authority and parental uncertainty in developmental disabilities: a preliminary study

Purpose: This study aims to explore the moderating role of informational support in the relationship between credible authority, representing expert information, and parental uncertainty. Materials and methods: Data were collected from 111 parents of children under 18 with developmental disabilities or delays via an online survey. A social network analysis was conducted to construct a professional information network based on professional information sources and satisfaction levels, with eigenvector centrality representing credible authority. To validate the moderation effect of informational support between credible authority and parental uncertainty, this study employed the PROCESS macro v.4.2 model 1, the pick-a-point approach and the Johnson-Neyman technique. Results: Participants were predominantly females aged 29–39, with children aged 3–6 diagnosed with autism spectrum disorder. The findings revealed a significant interaction between credible authority and informational support, with stronger association at low levels of informational support (Mean − 1 × SD, effect = −271.147). The Johnson-Neyman technique revealed that the conditional effect of credible authority on reducing current parental uncertainty becomes statistically significant when informational support falls below 5.854. Conclusions: Findings suggest that expert-informed interventions may be most effective in reducing uncertainty for parents with low informational support, particularly during the initial diagnosis of developmental disabilities.