Koniak-Griffin D, Verzemnieks I
Issues Compr Pediatr Nurs. 1991 Apr-Jun;14(2):121-38. doi: 10.3109/01460869109009758.
The purpose of this study was to evaluate the effects of a nursing intervention program on affective and behavioral dimensions of maternal role attainment. The sample comprised 20 primiparous adolescents, ages 12-19 years, from predominantly black and Hispanic backgrounds. Adolescents were randomly assigned to either an experimental or a control group. Participants in the experimental group received an intervention that included four 1 1/2 hour classes held at weekly intervals, selected maternal-fetal interactive activities, recording of fetal movements, and maintaining of maternal diaries. Five instruments were used in the study: Cranley's Maternal-Fetal Attachment Scale (MFAS); the two Semantic Differentials, Myself as Mother and My Baby; the Pharis Self-Confidence Scale; and the Nursing Child Assessment Feeding Scale (NCAFS). Adolescents receiving intervention demonstrated a significant increase in prenatal attachment (MFAS scores) but showed no differences in actual mothering behaviors (NCAFS scores) as compared with adolescents in the comparison group. Although significant correlations existed among the affective measures, they were not significantly related to the measures of mothering behaviors. These results suggest that the intervention program was primarily beneficial to adolescents' achievement of the maternal role through enhancement of maternal-fetal attachment. The data also raise questions about theoretical assumptions concerning the relationship between affective and behavioral components of mothering.
本研究的目的是评估一项护理干预计划对母亲角色获得的情感和行为维度的影响。样本包括20名初产青少年，年龄在12至19岁之间，主要为黑人及西班牙裔背景。青少年被随机分为实验组或对照组。实验组的参与者接受了一项干预措施，包括每周间隔进行的四节1个半小时的课程、选定的母婴互动活动、胎动记录以及母亲日记的记录。研究中使用了五种工具：克兰利的母婴依恋量表（MFAS）；两个语义差异量表，即“作为母亲的我”和“我的宝宝”；法里斯自信量表；以及护理儿童评估喂养量表（NCAFS）。与对照组的青少年相比，接受干预的青少年在产前依恋方面（MFAS得分）有显著提高，但在实际育儿行为方面（NCAFS得分）没有差异。尽管情感测量之间存在显著相关性，但它们与育儿行为测量没有显著关系。这些结果表明，干预计划主要通过增强母婴依恋对青少年实现母亲角色有益。数据还对有关育儿情感和行为成分之间关系的理论假设提出了疑问。
