Sato Amy F, Berlin Kristoffer S, Hains Anthony A, Davies W Hobart, Smothers Melissa Kraemer, Clifford Lisa M, Alemzadeh Ramin
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, USA.
Diabetes Educ. 2008 Sep-Oct;34(5):866-73. doi: 10.1177/0145721708322858.
The purpose of this study is to examine the preferences of adolescents with type 1 diabetes regarding the role of teacher support and perceptions associated with the most supportive and least supportive teachers, as well as to examine the effects of child age and gender on these relationships. Method This cross-sectional questionnaire-based study included 102 adolescents with type 1 diabetes recruited through the outpatient treatment clinic at a Midwestern children's hospital. Adolescents completed demographic questionnaires and questionnaires assessing the role of teacher support. Outcome measures included the newly developed Ideal Teacher Questionnaire, which measured adolescents' preferences for teacher support, and the Diabetes Teacher Support Questionnaire, which evaluated adolescents' perceived frequency of teacher support behaviors and feelings about this support.
Youth rated their most supportive teacher as engaging more frequently in support behaviors than their least supportive teacher. Students who expressed a preference for an actively involved teacher had more positive feelings about the support they received from teachers and perceived a higher level of support from their most supportive teacher. Girls perceived a greater frequency of support behaviors than boys and felt more positive about these behaviors. Younger adolescents reported a higher frequency of teacher support behaviors and felt that these behaviors were more supportive.
There are consistent interpersonal differences in adolescents' desires for teacher support of diabetes self-care. It may be important to consider adolescents' preferences for diabetes-related teacher support.
本研究旨在调查1型糖尿病青少年对于教师支持的作用的偏好，以及与最支持和最不支持的教师相关的看法，并研究儿童年龄和性别对这些关系的影响。方法：这项基于问卷的横断面研究纳入了通过一家中西部儿童医院的门诊治疗诊所招募的102名1型糖尿病青少年。青少年完成了人口统计学问卷以及评估教师支持作用的问卷。结果测量包括新开发的理想教师问卷，该问卷测量青少年对教师支持的偏好，以及糖尿病教师支持问卷，该问卷评估青少年对教师支持行为的感知频率以及对这种支持的感受。
青少年对最支持他们的教师的评价是，其支持行为比最不支持他们的教师更频繁。表示更喜欢积极参与的教师的学生，对从教师那里得到的支持有更积极的感受，并且认为他们最支持的教师给予的支持水平更高。女孩比男孩感知到的支持行为频率更高，并且对这些行为感觉更积极。年龄较小的青少年报告教师支持行为的频率更高，并且认为这些行为更有帮助。
青少年在糖尿病自我护理的教师支持需求方面存在一致的人际差异。考虑青少年对糖尿病相关教师支持的偏好可能很重要。
