Self-Efficacy Buffers the Relationship between Educational Disadvantage and Executive Functioning.
Self-Efficacy Buffers the Relationship between Educational Disadvantage and Executive Functioning.
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自我效能缓冲了教育劣势和执行功能之间的关系。
DOI：
10.1017/s1355617715000193
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Manly,JenniferJ
中科院分区：
文献类型：
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作者：
Zahodne,LauraB;Nowinski,CindyJ;Gershon,RichardC;Manly,JenniferJ
先前的研究表明，控制信念与受教育程度低的成年人的全球认知和死亡率之间的关系更为密切，这为自我效能感缓冲教育劣势对身体和认知健康的负面影响提供了初步证据。目前的研究将这些发现扩展到一个具有全国代表性的30至85岁的男性和女性样本中，并探索哪些认知领域与自我效能感、受教育程度及其相互作用最密切相关。数据来自美国国立卫生研究院工具箱规范化研究的1032名成人（30-85）参与者。自我效能、执行功能、工作记忆、处理速度、情景记忆和词汇量用NIH工具箱进行评估。在控制了年龄、性别、种族、民族、教育程度、阅读水平、测试语言和抑郁症状等因素后，多变量协方差分析和随访回归检验了自我效能感与低受教育程度个体的认知表现相关性更强的假设。高等教育与更高的自我效能感和在所有认知测试中的更好表现有关。较高的自我效能与较好的设置转换和注意/抑制有关。自我效能感与执行能力的显著相关性表明，受教育程度越低的个体，自我效能感与执行能力的相关性越强。具体来说，受教育程度低但自我效能感高的个体与受教育程度高的个体表现相似。本研究提供了自我效能信念缓冲低学历对执行功能的负面影响的证据。这些结果对未来旨在减少教育劣势对后期认知健康的有害影响的政策和/或干预工作具有启示意义。（岩石学报，2015,21,297-304）
Previous studies showed that control beliefs are more strongly related to global cognition and mortality among adults with low education, providing preliminary evidence that self-efficacy buffers against the negative impact of educational disadvantage on physical and cognitive health. The current study extends these findings to a nationally representative sample of men and women aged 30 to 85 and explores which cognitive domains are most strongly associated with self-efficacy, educational attainment, and their interaction. Data were obtained from 1032 adult (30–85) participants in the United States norming study for the NIH Toolbox. Self-efficacy, executive functioning, working memory, processing speed, episodic memory, and vocabulary were assessed with the NIH Toolbox. Multivariate analysis of covariance and follow-up regressions tested the hypothesis that self-efficacy would be more strongly related to cognitive performance among individuals with lower education, controlling for age, sex, race, ethnicity, education, reading level, testing language, and depressive symptoms. Higher education was associated with higher self-efficacy and better performance on all cognitive tests. Higher self-efficacy was associated with better set-switching and attention/inhibition. Significant self-efficacy by education interactions indicated that associations between self-efficacy and executive abilities were stronger for individuals with lower education. Specifically, individuals with low education but high self-efficacy performed similarly to individuals with high education. This study provides evidence that self-efficacy beliefs buffer against the negative effects of low educational attainment on executive functioning. These results have implications for future policy and/or intervention work aimed at reducing the deleterious effects of educational disadvantage on later cognitive health. (JINS, 2015, 21, 297–304)