A COMPARISON OF THE RELATIONSHIP AMONG SELF-CARE AGENCY, SELF-DETERMINISM, AND ABSENTEEISM IN TWO GROUPS OF SCHOOL-AGE CHILDREN.
Contributors: University of Texas at Austin.
Published: 1995
Number of pages: 139
Subjects: Health Sciences, Nursing.; Psychology, Developmental.; Anthropology, Cultural.
Description: The purpose of this comparative, correlational study was to examine the relationship among self-care, self-determinism, and absenteeism in two ethnic (Hispanic and Anglo) groups of well school-age children (9 to 12 years). The theoretical framework for the study included self-care theory (Orem, 1991), developmental theory, and the constructs of self-determinism and absenteeism. In addition, the influence of ethnic group membership as part of the sociodemographic profile of the school-age child was studied.

The convenience sample of 63 children from a school district in the Southwest included 28 in the Hispanic group (17 females, 11 males) and 30 in the Anglo group (17 females, 13 males). Five Black children (4 females, 1 male) also participated in the study. Data were collected from children with three research instruments: Sociodemographic Data Form, Self-Care Agency Questionnaire, and the Health Self-Determinism Index for Children.

Pearson correlations indicated significant relationships between self-care agency and (1) gender (specifically female) and (2) self-determinism for the whole sample and the Anglo sub-group. The same variables (gender and self-determinism) also accounted for 22% of the variance for the whole sample and 31% of the variance for the Anglo group as significant predictors of self-care agency in stepwise multiple regressions. No significant predictors of self-care were found in the Hispanic sub-group. No differences in the major variables of the study were calculated for the two ethnic groups of Hispanic and Anglo children using t-tests for independent samples.

Conclusions from this cross-cultural study support further research to develop: (1) a sociodemographic profile to capture immigrant status; (2) ethnically-sensitive research instruments for children; and, (3) explanatory models for self-care for the school-age child based on the interaction of gender and ethnic group differences and similarities across cultures. In addition, methodological issues that arose from the children's response to the research instruments and the child's self-selection in or out of the study warrant further exploration. Results from the study provide an initial base for the development of a self-care model in children. The meaning and practice of self-care behaviors by school-age children is a relevant research endeavor that merits further research.
Notes: Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5418.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1995.

School code: 0227.