ArticleBeijing da xue xue bao. Yi xue ban = Journal of Peking University. Health sciences2026
[Health education preferences in patients with type 2 diabetes mellitus based on Big Five personality traits].
Article in Beijing da xue xue bao. Yi xue ban = Journal of Peking University. Health sciences, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectiveTo explore differences in the Big Five personality traits among patients with type 2 diabetes mellitus (T2DM) in relation to demographic characteristics and health education preferences and to provide evidence for personalized health education strategies.
methodsIn September 2023, a cluster sampling method was used to recruit patients with T2DM from seven community health service centers in Shandong Province, China. Data were collected using a questionnaire survey. The 10-item Big Five Inventory (BFI-10) and a self-developed health education preference questionnaire were used for the assessment. Latent profile analysis (LPA) was conducted to identify personality classifications among the patients. Chi-square tests were applied to compare differences in health education preferences across personality groups, and stratified binary Logistic regression analysis was performed to examine the association between personality classification and health education preferences.
resultsA total of 612 patients were included and categorized into three personality groups: Regular-balanced type (69.8%), introverted-sensitive type (6.4%), and proactive-adaptive type (23.8%). In the univariate analysis, the proportion of patients in the proactive-adaptive group who preferred peer patients as health education providers was significantly lower than that in other personality groups (
conclusionPersonality traits exhibit substantial heterogeneity among patients with T2DM, and different personality classifications are associated with distinct health education preferences. Personality traits may serve as an important reference for developing individualized health education strategies; however, their effectiveness in improving intervention outcomes requires further validation through future studies.
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