Hains Anthony A, Berlin Kristoffer S, Davies W Hobart, Sato Amy F, Smothers Melissa K, Clifford Lisa C, Alemzadeh Ramin
Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA.
J Pediatr Psychol. 2009 Jan-Feb;34(1):97-107. doi: 10.1093/jpepsy/jsn041. Epub 2008 Apr 29.
This study had two objectives: examine relationships among negative attributions of teacher reactions, anticipated adherence difficulties, teacher support, diabetes stress, and metabolic control; and develop questionnaires to test these relationships.
One hundred and two youths with type 1 insulin-dependent diabetes completed instruments measuring attribution of teacher reactions, anticipated adherence, teacher support, and diabetes stress. Metabolic control was measured by percentage of hemoglobin A(1c).
Structural equation modeling demonstrated that negative attributions had direct effects on anticipated adherence difficulties and diabetes stress. Diabetes stress had a direct effect on metabolic control. Negative attributions had a significant indirect effect on metabolic control through associations with diabetes stress. Teacher support moderated the path between negative attributions and anticipated adherence difficulties.
Youths making negative attributions about teacher's reactions are likely to find adherence difficult in school situations and have increased stress. Results are discussed in terms of a social information processing model of adjustment and practical applications.
本研究有两个目的：检验教师反应的负面归因、预期的依从困难、教师支持、糖尿病压力和代谢控制之间的关系；并开发问卷以测试这些关系。
102名1型胰岛素依赖型糖尿病青少年完成了测量教师反应归因、预期依从性、教师支持和糖尿病压力的工具。代谢控制通过糖化血红蛋白A（1c）百分比来衡量。
结构方程模型表明，负面归因对预期的依从困难和糖尿病压力有直接影响。糖尿病压力对代谢控制有直接影响。负面归因通过与糖尿病压力的关联对代谢控制有显著的间接影响。教师支持调节了负面归因与预期依从困难之间的路径。
对教师反应做出负面归因的青少年在学校环境中可能会发现依从困难并增加压力。根据调整的社会信息处理模型和实际应用对结果进行了讨论。
