Cognitive Failure and Fear of COVID-19

IF 1.2 Q3 PSYCHOLOGY, CLINICAL

Clinical Practice in Pediatric Psychology Pub Date : 2023-01-04 DOI:10.32598/jpcp.11.1.627.2

Marzieh Hayati, G. Ahmadi, S. Lotfinia, S. Hosseini, Seyedeh Elnaz Mousavi

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引用次数: 0

Abstract

Objective: In this study, the authors seek to investigate the relationship between cognitive impairment and fear of COVID-19. Among the residents of Tehran Province, Iran, 415 people were selected through the available sampling method. Methods: The research data was obtained through online questionnaires that were distributed to participants via platforms, such as Instagram, WhatsApp, and Telegram. Broadbent’s cognitive failure questionnaire and the scale of fear of COVID-19 were used in this study. The obtained data were analyzed by the independent t test and stepwise regression. Results: According to the findings, the relationship between following COVID-19 news and the fear of COVID-19 is negative. Also, a positive and significant relationship exists between memory error and fear of COVID-19. Also, the standard coefficients show that despite the direction of the effect, both variables have the same power to change the dependent variable. Conclusion: The findings showed that the subscale of memory (forgetfulness) predicts the fear of COVID-19, and the existence of memory problems, false triggering, and distractibility, which are components of cognitive failure, decrease individuals’ mental health.

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认知失败和对COVID-19的恐惧

目的:在本研究中，作者试图探讨认知障碍与COVID-19恐惧之间的关系。在伊朗德黑兰省的居民中，通过现有的抽样方法选择了415人。方法:通过在线问卷的方式获取研究数据，通过Instagram、WhatsApp、Telegram等平台发放给参与者。本研究采用Broadbent认知失败问卷和COVID-19恐惧量表。所得数据采用独立t检验和逐步回归进行分析。结果:根据调查结果，关注新冠肺炎新闻与新冠肺炎恐惧呈负相关。记忆错误与新冠肺炎恐惧之间存在显著正相关。此外，标准系数表明，无论影响的方向如何，两个变量都具有相同的改变因变量的能力。结论:研究结果表明，记忆亚量表(健忘)预测了对COVID-19的恐惧，而认知失败的组成部分记忆问题、错误触发和注意力分散的存在会降低个体的心理健康水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Practice in Pediatric Psychology Psychology-Clinical Psychology

CiteScore

2.30

自引率

18.20%

发文量

期刊介绍： Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.