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Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge

Guilfoyle, Shanna M.

Abstract Details

2009, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Caregiver supervision is often regarded as the most effective method of childhood unintentional injury prevention; yet, constant supervision is neither realistic nor developmentally appropriate as children mature. Caregivers often have difficulty determining when and how to implement supervision, as injuries often occur when caregivers are reportedly supervising their children. Minimal research has been dedicated to examining caregiver cognitions that may assist in explaining how supervisory practices are chosen. The link between caregiver perceived self-efficacy and behavioral parenting competence has been found to vary by caregiver developmental knowledge. In turn, the goal of the current study was to apply a developmental model within the context of unintentional injury prevention. Using Protection Motivation Theory as a theoretical framework, the independent and potentially interactive effects of caregiver developmental knowledge and perceived self-efficacy on supervision were examined. For both mothers and fathers, caregiver developmental knowledge was hypothesized to moderate the association between perceived self-efficacy and supervision to prevent childhood unintentional injury risk. To test study hypotheses, a sample of caregivers (N = 123) with children 2 to 5 years of age were recruited from pediatric primary care offices and each completed an assessment battery. Maternal supervision was significantly correlated with perceived self-efficacy (r = .27, p < .01), but not with developmental knowledge (r = -.15). The interaction effect of perceived self-efficacy and developmental knowledge did significantly predict maternal supervision. As hypothesized, maternal caregivers with low levels of perceived self-efficacy and developmental knowledge reported low levels of supervision. Unexpectedly, maternal caregivers with high levels of perceived self-efficacy and developmental knowledge also reported low levels of supervision. Maternal supervision was not significantly correlated with injury risk behaviors, but was negatively associated with injury-risk attitudes. No significant findings were detected for fathers, except for their greater reporting of the developmental benefits of minor injury. Given study results, models of studying injury prevention that consider complex interactions between caregiver cognitions and behaviors may elucidate upon the attitude-practice gap currently identified in the literature. Future studies will benefit by further examination of caregiver cognitions and their potential modifiable role in the development of primary and secondary injury interventions.
Beth Wildman, PhD (Committee Chair)
Josefina Grau, PhD (Committee Member)
Manfred van Dulmen, PhD (Committee Member)
Diane Langkamp, MD (Committee Member)
88 p.

Recommended Citations

Citations

  • Guilfoyle, S. M. (2009). Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1244735628

    APA Style (7th edition)

  • Guilfoyle, Shanna. Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge. 2009. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1244735628.

    MLA Style (8th edition)

  • Guilfoyle, Shanna. "Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge." Doctoral dissertation, Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1244735628

    Chicago Manual of Style (17th edition)