执行功能在2019冠状病毒病大流行期间预测泰国教师心理结果和认知表现中的潜在作用

Q4 Psychology
Juthamas Haenjohn, Jatuporn Namyen
{"title":"执行功能在2019冠状病毒病大流行期间预测泰国教师心理结果和认知表现中的潜在作用","authors":"Juthamas Haenjohn, Jatuporn Namyen","doi":"10.24193/cbb.2023.27.08","DOIUrl":null,"url":null,"abstract":"Brain executive functions (EFs) play a key role in both positive and negative impact on human psychological outcomes. This present study investigated the potential effects of executive impairment (EI) on stress, burnout, well-being, and working memory among teachers during Covid-19 pandemic. We recruited 448 male and female teachers from eastern regions of Thailand using multistage sampling technique. Data were collected at schools with research instruments, including Teacher Primarily Data Questionnaire, Ryff Scales of Psychological Well-Being, Suanprung Stress Test-20 (SPST-20), Maslach Burnout Inventory for Educators (MBI-ES), Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), and Letter Number Sequencing (LNS). Statistical analyses were performed with descriptive statistics, bivariate correlation, and structural equation analysis (SEM). Results showed that dysfunctions in EFs could predict stress (21.9%). EI and stress could predict burnout (44.8%). EI with stress and burnout could predict working memory (11.9%) and well-being (48.7%). Problems related to EFs showed the direct effect on stress, burnout, working memory, and well-being at the statistical level (p < .001) with the direct effects of .47, .23, -.38, and -.30, respectively. Furthermore, problems related to EFs showed the indirect effect on burnout, working memory, and well-being at the statistical level (p < .001) with the indirect effects of .24, -.24, and .12, respectively. Therefore, EFs could predict psychological outcomes and cognitive performance, for example working memory. In conclusion, EFs play the key role in psychological and behavioral management during the pandemic. This data can be used for planning and designing the effective EFs training program to subsequently promote psychological outcomes and cognition among teachers.","PeriodicalId":37371,"journal":{"name":"Cognition, Brain, Behavior. An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The potential role of executive functions in prediction of psychological outcomes and cognitive performance among Thai teachers during the Covid-19 pandemic\",\"authors\":\"Juthamas Haenjohn, Jatuporn Namyen\",\"doi\":\"10.24193/cbb.2023.27.08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Brain executive functions (EFs) play a key role in both positive and negative impact on human psychological outcomes. This present study investigated the potential effects of executive impairment (EI) on stress, burnout, well-being, and working memory among teachers during Covid-19 pandemic. We recruited 448 male and female teachers from eastern regions of Thailand using multistage sampling technique. Data were collected at schools with research instruments, including Teacher Primarily Data Questionnaire, Ryff Scales of Psychological Well-Being, Suanprung Stress Test-20 (SPST-20), Maslach Burnout Inventory for Educators (MBI-ES), Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), and Letter Number Sequencing (LNS). Statistical analyses were performed with descriptive statistics, bivariate correlation, and structural equation analysis (SEM). Results showed that dysfunctions in EFs could predict stress (21.9%). EI and stress could predict burnout (44.8%). EI with stress and burnout could predict working memory (11.9%) and well-being (48.7%). Problems related to EFs showed the direct effect on stress, burnout, working memory, and well-being at the statistical level (p < .001) with the direct effects of .47, .23, -.38, and -.30, respectively. Furthermore, problems related to EFs showed the indirect effect on burnout, working memory, and well-being at the statistical level (p < .001) with the indirect effects of .24, -.24, and .12, respectively. Therefore, EFs could predict psychological outcomes and cognitive performance, for example working memory. In conclusion, EFs play the key role in psychological and behavioral management during the pandemic. This data can be used for planning and designing the effective EFs training program to subsequently promote psychological outcomes and cognition among teachers.\",\"PeriodicalId\":37371,\"journal\":{\"name\":\"Cognition, Brain, Behavior. An Interdisciplinary Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition, Brain, Behavior. An Interdisciplinary Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.24193/cbb.2023.27.08\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Psychology\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition, Brain, Behavior. An Interdisciplinary Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24193/cbb.2023.27.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Psychology","Score":null,"Total":0}
引用次数: 0

摘要

脑执行功能(EFs)对人类心理结果的积极和消极影响都起着关键作用。本研究调查了新冠肺炎大流行期间教师执行障碍(EI)对压力、倦怠、幸福感和工作记忆的潜在影响。我们采用多阶段抽样技术从泰国东部地区招募了448名男女教师。本研究采用教师主要数据问卷、Ryff心理健康量表、Suanprung压力测试20 (SPST-20)、Maslach教育工作者职业倦怠量表(MBI-ES)、执行功能行为评定量表(BRIEF-A)和字母数字排序量表(LNS)等研究工具在学校收集数据。统计分析采用描述性统计、双变量相关和结构方程分析(SEM)。结果显示,ef功能障碍可以预测应激(21.9%)。EI和压力可以预测倦怠(44.8%)。有压力和倦怠的EI可以预测工作记忆(11.9%)和幸福感(48.7%)。在统计水平上,与EFs相关的问题对压力、倦怠、工作记忆和幸福感有直接影响(p <.001),直接效应为。47,。23,-。38,和-。分别为30。此外,在统计水平上,与工作动机相关的问题对倦怠、工作记忆和幸福感有间接影响(p <.001),间接效应为。24,-。分别是24和0.12。因此,电磁场可以预测心理结果和认知表现,例如工作记忆。总之,在大流行期间,EFs在心理和行为管理中发挥关键作用。这些数据可用于规划和设计有效的情感训练计划,从而促进教师的心理结果和认知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The potential role of executive functions in prediction of psychological outcomes and cognitive performance among Thai teachers during the Covid-19 pandemic
Brain executive functions (EFs) play a key role in both positive and negative impact on human psychological outcomes. This present study investigated the potential effects of executive impairment (EI) on stress, burnout, well-being, and working memory among teachers during Covid-19 pandemic. We recruited 448 male and female teachers from eastern regions of Thailand using multistage sampling technique. Data were collected at schools with research instruments, including Teacher Primarily Data Questionnaire, Ryff Scales of Psychological Well-Being, Suanprung Stress Test-20 (SPST-20), Maslach Burnout Inventory for Educators (MBI-ES), Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), and Letter Number Sequencing (LNS). Statistical analyses were performed with descriptive statistics, bivariate correlation, and structural equation analysis (SEM). Results showed that dysfunctions in EFs could predict stress (21.9%). EI and stress could predict burnout (44.8%). EI with stress and burnout could predict working memory (11.9%) and well-being (48.7%). Problems related to EFs showed the direct effect on stress, burnout, working memory, and well-being at the statistical level (p < .001) with the direct effects of .47, .23, -.38, and -.30, respectively. Furthermore, problems related to EFs showed the indirect effect on burnout, working memory, and well-being at the statistical level (p < .001) with the indirect effects of .24, -.24, and .12, respectively. Therefore, EFs could predict psychological outcomes and cognitive performance, for example working memory. In conclusion, EFs play the key role in psychological and behavioral management during the pandemic. This data can be used for planning and designing the effective EFs training program to subsequently promote psychological outcomes and cognition among teachers.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Cognition, Brain, Behavior. An Interdisciplinary Journal
Cognition, Brain, Behavior. An Interdisciplinary Journal Psychology-Experimental and Cognitive Psychology
CiteScore
0.90
自引率
0.00%
发文量
14
期刊介绍: Cognition, Brain, Behavior. An Interdisciplinary Journal publishes contributions from all areas of cognitive science, focusing on disciplinary and interdisciplinary approaches to information processing and behavior analysis. We encourage contributions from the following domains: psychology, neuroscience, artificial intelligence, linguistics, ethology, anthropology and philosophy of mind. The journal covers empirical studies and theoretical reviews that expand our understanding of cognitive, neural, and behavioral mechanisms. Both fundamental and applied studies are welcomed. On occasions, special issues will be covering particular themes, under the editorship of invited experts.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信