Situational factor, learned resourcefulness, and target behaviors in school-aged children

2.50
Hdl Handle:
http://hdl.handle.net/10755/159583
Type:
Presentation
Title:
Situational factor, learned resourcefulness, and target behaviors in school-aged children
Abstract:
Situational factor, learned resourcefulness, and target behaviors in school-aged children
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2003
Author:Chang, Hsiu-Ju
Contact Address:2235 Overlook Rd. Apt.108, Cleveland Heights, OH, 44106, USA
Co-Authors:Jaclene A. Zauszniewski
The purpose of this study is to explore the interrelationships among situational factor (maternal depression), learned resourcefulness (LR), and target behaviors (depression and adaptive functioning) in school-aged children. The study will also test moderating and mediating effects of LR between situational factor and target behaviors. The mediating effect of automatic thoughts will also be tested. A secondary data analysis with cross-sectional, non-experimental, and correlational design will be used to examine the effects of situational factor and LR on target behaviors, and to test the mediating/moderating effects of LR and automatic thoughts. Rosenbaum's LR theory as well as Beck’s cognitive theory are the leading theoretical frameworks in this study. A community-based sample of 122 fifth and sixth graders were recruited from four public schools in Northeastern Ohio. School-age students (ages 10-12) and their mothers participated in face to face interviews. Correlations and structural equation modeling will be used to examine interrelationships among variables and to test Rosenbaum's self-control theory. If resourcefulness mediates the relationship between situation and mental health, then future interventions may focus on teaching resourcefulness skills to assist adolescents in managing situations. However, if resourcefulness moderates the relationship between a particular situation and mental health, then interventions should tailor the teaching of resourcefulness skills in relation to specific situations. In addition, the results from the study may influence theory development by clarifying relationships among concepts in Rosenbaum's theory of resourcefulness. Finally, the study results may have implications for developing health policy related to the development of educational programs within the schools that go beyond the 3Rs (Reading, [w]Riting, and [a]Rithmetic) and include resourcefulness. AN: MN030327
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleSituational factor, learned resourcefulness, and target behaviors in school-aged childrenen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159583-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Situational factor, learned resourcefulness, and target behaviors in school-aged children </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Chang, Hsiu-Ju</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">2235 Overlook Rd. Apt.108, Cleveland Heights, OH, 44106, USA</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Jaclene A. Zauszniewski</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study is to explore the interrelationships among situational factor (maternal depression), learned resourcefulness (LR), and target behaviors (depression and adaptive functioning) in school-aged children. The study will also test moderating and mediating effects of LR between situational factor and target behaviors. The mediating effect of automatic thoughts will also be tested. A secondary data analysis with cross-sectional, non-experimental, and correlational design will be used to examine the effects of situational factor and LR on target behaviors, and to test the mediating/moderating effects of LR and automatic thoughts. Rosenbaum's LR theory as well as Beck&rsquo;s cognitive theory are the leading theoretical frameworks in this study. A community-based sample of 122 fifth and sixth graders were recruited from four public schools in Northeastern Ohio. School-age students (ages 10-12) and their mothers participated in face to face interviews. Correlations and structural equation modeling will be used to examine interrelationships among variables and to test Rosenbaum's self-control theory. If resourcefulness mediates the relationship between situation and mental health, then future interventions may focus on teaching resourcefulness skills to assist adolescents in managing situations. However, if resourcefulness moderates the relationship between a particular situation and mental health, then interventions should tailor the teaching of resourcefulness skills in relation to specific situations. In addition, the results from the study may influence theory development by clarifying relationships among concepts in Rosenbaum's theory of resourcefulness. Finally, the study results may have implications for developing health policy related to the development of educational programs within the schools that go beyond the 3Rs (Reading, [w]Riting, and [a]Rithmetic) and include resourcefulness. AN: MN030327 </td></tr></table>en_GB
dc.date.available2011-10-26T22:08:56Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:08:56Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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