Diabetes-specific social learning variables and self-care behaviors among persons with type II diabetes.
This study assessed the relationship between diabetes-specific social learning factors and diabetes self-care. Predictor variables were collected within the categories of knowledge (e.g., behavioral demonstrations, pencil-and-paper tests), beliefs/expectations (e.g., self-efficacy, self-motivation), skills (e.g., problem-solving and refusal skills), and environmental support (e.g., barriers to adherence, family support). Different results emerged across the three areas of the regimen assessed: diet, exercise, and glucose testing. Multiple-regression analyses revealed that the social learning variables consistently improved the prediction of self-care beyond that attributable to demographic variables but that the categories of social learning variables most closely related to self-care varied across regimen areas. These findings suggest that programs to enhance diabetes self-care could beneficially focus on life-style behaviors and employ strategies to increase regimen-related expectations and diabetes-specific social and problem-solving skills.
Glasgow
R E
RE
Oregon Research Institute, Eugene 97401.
Toobert
D J
DJ
Riddle
M
M
Donnelly
J
J
Mitchell
D L
DL
Calder
D
D
D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D015190:Blood Glucose Self-Monitoring / Q000523:psychology; D003924:Diabetes Mellitus, Type 2 / Q000097:blood / Q000523:psychology*; D003927:Diet, Diabetic / Q000523:psychology; D015444:Exercise; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010349:Patient Compliance; D012648:Self Care / Q000523:psychology*; D012803:Sick Role; D012944:Social Support