Whitehead W E, Busch C M, Heller B R, Costa P T
Health Psychol. 1986;5(1):13-23. doi: 10.1037//0278-6133.5.1.13.
The contribution of learning to the adult experience of illness was investigated by asking 351 nursing students how their mothers reacted to menstrual symptoms and cold symptoms during their adolescence and how their mothers behaved when they themselves had menstrual symptoms. Mothers of respondents were independently asked the same questions. Nursing students who had been encouraged to adopt a sick role for menses or whose mothers modeled menstrual distress reported significantly more menstrual symptoms, clinic visits, and disability days for these symptoms as adults. Similarly, those encouraged to adopt a sick role for colds or who lived with a chronically ill person reported more clinic visits and disability days for nongynecological symptoms. Specific types of symptom reports and health care appeared to be learned: Encouragement and modeling of the menstrual sick role were more highly correlated with symptom reports, clinic visits, and absenteeism for menstrual than for nongynecological symptoms, and encouragement of the cold sick role was more highly correlated with nongynecological than with menstrual clinic visits and absenteeism.
通过询问351名护理专业学生，了解他们的母亲在他们青春期时对月经症状和感冒症状的反应，以及当他们自己出现月经症状时母亲的表现，来研究学习对成年人患病体验的影响。独立向受访者的母亲提出同样的问题。那些曾被鼓励在月经期间扮演病人角色，或其母亲表现出月经不适的护理专业学生，成年后报告的月经症状、看诊次数以及因这些症状导致的残疾天数显著更多。同样，那些被鼓励在感冒时扮演病人角色或与慢性病患者生活在一起的人，报告的非妇科症状的看诊次数和残疾天数更多。特定类型的症状报告和医疗保健似乎是习得的：与非妇科症状相比，月经期间病人角色的鼓励和示范与月经症状报告、看诊次数及缺勤的相关性更高；与月经相关的看诊和缺勤相比，感冒时病人角色的鼓励与非妇科症状的相关性更高。
