Sophie Meunier1, Simon Coulombe2, Marie-Dominique Beaulieu3, José Côté4, François Lespérance5, Jean-Louis Chiasson6, Louis Bherer7, Jean Lambert8, Janie Houle9. 1. Department of Psychology, Université du Québec à Montréal, Montréal, Canada. Electronic address: meunier.sophie@uqam.ca. 2. Department of Psychology, Université du Québec à Montréal, Montréal, Canada. Electronic address: coulombe.simon@courrier.uqam.ca. 3. CHUM Research Center, Montréal, Canada; Department of Family and Emergency Medicine, Université de Montréal, Montréal, Canada. Electronic address: marie-dominique.beaulieu@umontreal.ca. 4. CHUM Research Center, Montréal, Canada; Faculty of Nursing, Université de Montréal, Montréal, Canada. Electronic address: jose.cote@umontreal.ca. 5. CHUM Research Center, Montréal, Canada; Department of Psychiatry, Université de Montréal, Montréal, Canada. Electronic address: francois.lesperance@umontreal.ca. 6. CHUM Research Center, Montréal, Canada; Department of Medicine, Université de Montréal, Montréal, Canada. Electronic address: jean.louis.chiasson@umontreal.ca. 7. PERFORM Centre, Concordia University, Montréal, Canada; Institut universitaire de gériatrie de Montréal, Montréal, Canada. Electronic address: louis.bherer@concordia.ca. 8. Department of Social and Preventive Medicine, School of Public Health, Université de Montréal, Montréal, Canada. Electronic address: jean.lambert@umontreal.ca. 9. Department of Psychology, Université du Québec à Montréal, Montréal, Canada; CHUM Research Center, Montréal, Canada. Electronic address: houle.janie@uqam.ca.
Abstract
OBJECTIVE: The study's aim was to test prospective associations between information, motivation, and behavioral skills (IMB model) and self-care behaviors (diet, exercise, and blood glucose testing) among patients with type 2 diabetes. METHODS: 295 participants were surveyed one (T1), six (T2), and 12 (T3) months after a diabetes course. Cross-lagged panel analyses were performed to test unidirectional and bidirectional relationships between IMB model variables and self-care behaviors. RESULTS: Blood-glucose testing at T1 was positively related to information at T2, which in turn was positively related to blood-glucose testing at T3. Controlled motivation at T1 was positively related to exercise at T2. Autonomous motivation at T2 was positively associated with exercise at T3. There was a positive bidirectional relationship across time between behavioral skills and general diet. CONCLUSION: Patterns of prospective associations between IMB model variables and diabetes self-care depend on the self-care behavior considered. This model offers an interesting framework for examining how diabetes self-care behaviors evolve. PRACTICE IMPLICATIONS: Diabetes education programs should provide information about current health status and promote experiential learning to help patients realize the impact of their behaviors on glycemic control; should foster autonomous motivation for long-term change; and should build on patients' strengths and skills.
OBJECTIVE: The study's aim was to test prospective associations between information, motivation, and behavioral skills (IMB model) and self-care behaviors (diet, exercise, and blood glucose testing) among patients with type 2 diabetes. METHODS: 295 participants were surveyed one (T1), six (T2), and 12 (T3) months after a diabetes course. Cross-lagged panel analyses were performed to test unidirectional and bidirectional relationships between IMB model variables and self-care behaviors. RESULTS:Blood-glucose testing at T1 was positively related to information at T2, which in turn was positively related to blood-glucose testing at T3. Controlled motivation at T1 was positively related to exercise at T2. Autonomous motivation at T2 was positively associated with exercise at T3. There was a positive bidirectional relationship across time between behavioral skills and general diet. CONCLUSION: Patterns of prospective associations between IMB model variables and diabetes self-care depend on the self-care behavior considered. This model offers an interesting framework for examining how diabetes self-care behaviors evolve. PRACTICE IMPLICATIONS: Diabetes education programs should provide information about current health status and promote experiential learning to help patients realize the impact of their behaviors on glycemic control; should foster autonomous motivation for long-term change; and should build on patients' strengths and skills.