The Diabetes Strengths and Resilience Measure for Adolescents with Type 1 Diabetes (DSTAR-Teen): Validation of a New, Brief Self-Report Measure

Marisa E. Hilliard*, Esti Iturralde, Jill Weissberg-Benchell, Korey K. Hood

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

Objective Despite the challenges of managing type 1 diabetes, many adolescents achieve optimal outcomes. A validated measure of diabetes-specific strengths is needed to measure adaptive behaviors and attitudes associated with overcoming challenges and achieving "resilient" outcomes. Methods Baseline data from 260 adolescents (age 14-18 years, M = 15.7 ± 1.1, 60% female, 33% Non-Caucasian, M A1c = 9.1 ± 1.9%) and caregivers in a behavioral intervention trial were analyzed to evaluate psychometric properties of the 12-item self-report Diabetes Strengths and Resilience measure for adolescents (DSTAR-Teen). Reliability and validity were examined in relation to measures of related constructs, regimen adherence, and glycemic outcomes, and confirmatory factor analysis was conducted. Results Reliability was good (internal consistency: α =.89; item-total correlations: r range =.55-.78). Significant correlations demonstrated construct and criterion validity. A two-factor structure reflecting intrapersonal and interpersonal processes fit the data better than a one-factor solution. Conclusions The DSTAR-Teen has strong psychometric properties, captures adaptive aspects of adolescents' diabetes management (i.e., "strengths"), and is related to clinical outcomes.

Original languageEnglish (US)
Pages (from-to)995-1005
Number of pages11
JournalJournal of pediatric psychology
Volume42
Issue number9
DOIs
StatePublished - Oct 1 2017

Keywords

  • adolescent
  • behavioral research
  • diabetes mellitus
  • outcome and process assessment (health care)
  • psychological
  • resilience
  • type 1

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology

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