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

IF 17.7 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY Accounts of Chemical Research 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

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.