Does education moderate the relationship between parental psychosocial stressors and their child’s diabetes outcomes?
Roberts, James   (Vanderbilt University)
Mentor: Jaser, Sarah (Vanderbilt University)
Effective Type 1 Diabetes (T1D) management during childhood relies heavily on parental involvement and monitoring. In addition, research shows that parental environmental stressors can negatively affect their child’s diabetes outcomes, and individuals with lower socioeconomic status (SES) are more vulnerable to environmental stressors. Therefore, the aim of our study was to analyze the relationship between parental psychosocial stressors and their child’s diabetes outcomes, including the role of parental education, a component of SES, in the relationship. We hypothesized that parental education would serve as a moderator in the relationship between parental environmental factors and their child’s diabetes health outcomes. We conducted secondary data analysis using baseline data from a sleeppromoting intervention study to test our hypothesis. We performed Pearson correlations, analysis of variance (ANOVA) tests, and independent t-tests on variables of interest using SPSS version 25 and conducted moderation analysis with education as the potential moderator. We also calculated descriptive statistics to characterize the sample. We found that the confusion, hubbub and order scale (CHAOS) is positively correlated with parental fear of child hypoglycemia (r= 0.425, p= 0.006) and that parental sleep quality is negatively correlated with child HbA1c (r= -0.374, p=0.023). However, our moderation analysis did not find parental education to be a moderator in the above relationships. Although parental education did not serve as a moderator, it is possible that there are other confounding variables at work, especially considering that education is only one component of SES. Future studies should focus on exploring all components of SES in a larger population.