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Psychological model of ART adherence behaviors in persons living with HIV/AIDS in Mexico: a structural equation
José Luis Ybarra Sagarduy1, Julio Alfonso Piña López2, Mónica Teresa González Ramírez3
1Unidad de Trabajo Social y Ciencias para el Desarrollo Humano. Universidad Autónoma de Tamaulipas. Ciudad Victoria, Tamaulipas, México.
Objective:
The objective of this study has been to test the ability of variables of a psychological model to predict antiretroviral therapy medication adherence behavior.
Methods:
We have conducted a cross-sectional study among 172 persons living with HIV/AIDS (PLWHA), who completed four self-administered assessments: 1) the Psychological Variables and Adherence Behaviors Questionnaire, 2) the Stress-Related Situation Scale to assess the variable of Personality, 3) The Zung Depression Scale, and 4) the Duke-UNC Functional Social Support Questionnaire. Structural equation modeling was used to construct a model to predict medication adherence behaviors.
Results:
Out of all the participants, 141 (82%) have been considered 100% adherent to antiretroviral therapy. Structural equation modeling has confirmed the direct effect that personality (decision-making and tolerance of frustration) has on motives to behave, or act accordingly, which was in turn directly related to medication adherence behaviors. In addition, these behaviors have had a direct and significant effect on viral load, as well as an indirect effect on CD4 cell count. The final model demonstrates the congruence between theory and data (x2/df. = 1.480, goodness of fit index = 0.97, adjusted goodness of fit index = 0.94, comparative fit index = 0.98, root mean square error of approximation = 0.05), accounting for 55.7% of the variance.
Conclusions:
The results of this study support our theoretical model as a conceptual framework for the prediction of medication adherence behaviors in persons living with HIV/AIDS. Implications for designing, implementing, and evaluating intervention programs based on the model are to be discussed.
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