Socio-cognitive mindfulness predicts memory complaint and cognitive performance of older adults with different years of education.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology-Adult Pub Date : 2024-11-01 Epub Date: 2022-09-19 DOI:10.1080/23279095.2022.2124374

Lucas Nogueira de Carvalho Pelegrini, Francine Golghetto Casemiro, Paloma Zanarelli, Rosalina Aparecida Partezani Rodrigues

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Abstract

Background: Even though the effect of education on cognitive performance has been widely reported, the relationship between socio-cognitive mindfulness, cognitive performance, and memory complaint among the elderly with heterogeneous educational levels has not yet been investigated.

Aim: This study aimed to analyze the potential relationship between cognitive performance, memory complaint, and socio-cognitive mindfulness in a sample of healthy older adults with different years of education.

Methods: In this quantitative, cross-sectional, observational, and analytical study, participants (n = 68) were assessed with a sociodemographic questionnaire, cognitive performance test (ACE-III), levels of socio-cognitive mindfulness (LSM-21), and memory complaint (Memory Complaint Scale). Descriptive statistics, as well as Pearson's correlation, and linear regression analysis were performed, and significance was assumed if p < .05.

Results: Years of education correlated with cognitive performance and socio-cognitive mindfulness, but not with memory complaint. Socio-cognitive mindfulness had a positive correlation with cognitive performance and a negative correlation with memory complaint. Also, socio-cognitive mindfulness predicted cognitive performance and memory complaint both in bivariate analysis and when controlling for years of education.

Conclusion: Our findings suggested that older adults with higher levels of socio-cognitive mindfulness showed better cognitive performance and less memory complaint.

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社会认知正念可预测不同受教育年限老年人的记忆抱怨和认知表现。

背景：目的：本研究旨在分析不同教育程度的健康老年人的认知表现、记忆投诉和社会认知正念之间的潜在关系：在这项定量、横断面、观察和分析研究中，参与者（n = 68）接受了社会人口学问卷、认知能力测试（ACE-III）、社会认知正念水平（LSM-21）和记忆抱怨（记忆抱怨量表）的评估。研究人员进行了描述性统计、皮尔逊相关分析和线性回归分析，如果 p 为显著性，则假定结果为显著：教育年限与认知表现和社会认知正念相关，但与记忆投诉无关。社会认知正念与认知能力呈正相关，与记忆力问题呈负相关。此外，在双变量分析和控制受教育年限的情况下，社会认知正念都能预测认知表现和记忆投诉：我们的研究结果表明，社会认知正念水平较高的老年人的认知表现较好，记忆投诉较少。

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

Applied Neuropsychology-Adult CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.50

自引率

11.80%

发文量

134

期刊介绍： pplied Neuropsychology-Adult publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in adults. Full-length articles and brief communications are included. Case studies of adult patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.