Peer Attachment, Perceived Parenting Style, Self-concept, and School Adjustments in Adolescents with Chronic Illness.
10.1016/j.anr.2016.10.003
- Author:
Jeong Ah AHN
1
;
Sunhee LEE
Author Information
1. College of Nursing, Institute of Nursing Science, Ajou University, Suwon, South Korea.
- Publication Type:Original Article
- Keywords:
adolescent;
chronic illness;
parent-child relations;
self concept
- MeSH:
Adolescent;
Chronic Disease/*psychology;
Cross-Sectional Studies;
Female;
Humans;
Interpersonal Relations;
Male;
Object Attachment;
Parenting/psychology;
Peer Group;
Self Concept;
*Social Adjustment
- From:Asian Nursing Research
2016;10(4):300-304
- CountryRepublic of Korea
- Language:English
-
Abstract:
PURPOSE: The purpose of this study was to identify how peer attachment and parenting style differentially affect self-concept and school adjustment in adolescents with and without chronic illness. METHODS: A cross-sectional study using multiple group analysis on the Korean panel data was used. A nationwide stratified multistage cluster sampling method was used and the survey was conducted in 2013 on 2,092 first-year middle school students in Korea. We used standardized instruments by the National Youth Policy Institute to measure peer attachment, parenting style, self-concept, and school adjustment. Multiple-group structural equation modeling was used to evaluate the difference of relations for peer attachment, parenting style, self-concept, and school adjustment variable between adolescents with chronic illness and those without chronic illness. RESULTS: The model fit of a multiple-group structural equation modeling was good. The difference of the path from negative parenting style to self-concept between the two groups was significant, and a significant between-group difference in the overall path was found. This indicated that self-concept in adolescents with chronic illness was more negatively affected by negative parenting style than in adolescents without chronic illness. CONCLUSIONS: Healthcare providers can promote the process of school adjustment in several ways, such as discussing this issue directly with adolescent patients, along with their parents and peers, examining how the organization and content of the treatment can be modified according to the adolescents' school life.
