2013 Volume 53 Issue 9 Pages 857-864
Objectives: Adolescents with Type 1 diabetes tend to have problems with adherence to their self-care. They have hormonal change and they tend to spend increasing time with their friends. Self-efficacy is the important psychological factor to enhance self-management behavior. Also self-efficacy for self-management is related to depressive symptoms. The purpose of the present study was to develop "The short Japanese version of Self-Efficacy for Diabetes Self-Management (SEDM)" which was designed to assess self-efficacy for diabetes self-management in situational barriers to diabetes self-management. The relationship among self-efficacy for diabetes self-management, HbA1c., and depressive symptom in adolescent with Type 1 diabetes was also examined. Methods: Participants were forty-three children and adolescents diagnosed as Type 1 diabetes (male: 17, female: 23, unclear: 3, meanage=13.16, SD=1.91), aged 10-16 years. Participants completed following questionnaires: 1) Age, Gender, 2) Duration, comorbidity, and HbA1c, 3) The short Japanese version of Self-Efficacy for Diabetes Self-Management (SEDM), 4) Insulin Management Diabetes Self-efficacy Scale, and 5) Japanese version of Children's Depression Inventory (CDI). Results: SEDM had enough reliability (α=0.85) and criterion-related validity. There was significant negative correlation between SEDM and HbA1c level (r=-0.34, p<0.01), insulin management diabetes self-management and HbA1c level (r=-0.48, p<0.05), and SEDM and CDI (r=-0.66, p<0.05). Conclusion: As adolescents with Type 1 diabetes have conflicts between life style (e.g. school, relationship with friends) and self-care behavior, it is difficult for adolescents with Type 1 diabetes to control daily self-care behavior. The results of the present study revealed that self-efficacy for self-management was the important variables to improve HbA1c and depressive symptoms. Adolescents with Type 1 diabetes need to be supported to enhance not only skills for diabetes insulin-management but also skills for self-management in situation barriers to diabetes self-management. Also SEDM had reliability and criterion-related validity. It is useful to examine the effect of a program which enhance skills for diabetes self-management
