The role of dysfunctional beliefs and attitudes in late-life insomnia

2007 ◽  
Vol 62 (1) ◽  
pp. 81-84 ◽  
Author(s):  
Jason Ellis ◽  
Sarah E. Hampson ◽  
Mark Cropley
Keyword(s):  
Late Life ◽  
Dysfunctional Beliefs ◽  
Beliefs And Attitudes

scholarly journals O010 The role of dysfunctional beliefs and attitudes about sleep in the association between daily sleep and affect in adolescents and emerging adults

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A5-A5
Author(s):  
E Chachos ◽  
L Shen ◽  
S Maskevich ◽  
Y Yap ◽  
J Stone ◽  
...  
Keyword(s):  
Positive Affect ◽  
Emerging Adults ◽  
Sleep Duration ◽  
Cognitive Vulnerability ◽  
Sleep Time ◽  
Dysfunctional Beliefs ◽  
Low Dimensions ◽  
Modifiable Factor ◽  
Beliefs And Attitudes

Abstract Introduction Sleep and affect are closely related. Late adolescence and emerging adulthood are associated with unique sleep patterns and risk for mood disturbances. This daily study examined whether dysfunctional beliefs and attitudes about sleep (DBAS), a modifiable cognitive vulnerability factor, moderated daily sleep-affect associations. Methods 421 community adolescents (n=205, 54.1% females, M±SDage=16.9±0.87) and emerging adults (n=216, 73.1% females, M±SDage=21.31±1.73) self-reported sleep and affect (adapted 12-item PANAS) and wore an actigraphy device for 7–28 days, providing >5000 daily observations. Linear mixed models tested whether DBAS moderated daily associations between self-reported and actigraphic sleep duration (total sleep time), sleep efficiency, and next-day affect on between and within-person levels. Both valence (positive/negative) and arousal (high/low) dimensions of affect were examined. Covariates included age, gender, ethnicity, day of week, and previous-day affect. Results DBAS significantly moderated associations between average sleep and next-day positive, but not negative, affect. Individuals with higher DBAS had significantly lower high arousal positive affect as average sleep duration (actigraphic: p=.002; self-reported: p=.014) and efficiency (actigraphic: p=.014) decreased. Similar moderation was found for average self-reported sleep duration and low arousal positive affect (p=.032). No significant results emerged on the within-person level. Previous-day affect significantly predicted next-day affect across models and outcomes (all p<.001). Discussion Adolescents and emerging adults with more negative views about sleep may experience dampened positive affect in shorter, or poorer, sleep periods. DBAS may constitute a modifiable factor increasing affective vulnerability on a global but not day-to-day level, and a therapeutic target for sleep-related affect disturbances in youths.

scholarly journals Did Beliefs and Attitudes Influence Consumer Ethnocentrism Towards Domestic Products? Empirical Evidence of Klang Valley Petronas Petrol Station

2018 ◽  
pp. 207-210
Keyword(s):  
Consumer Decision Making ◽  
Petrol Station ◽  
Consumer Ethnocentrism ◽  
Or Groups ◽  
Klang Valley ◽  
Domestic Products ◽  
Self Administered Questionnaire ◽  
Valley Area ◽  
Beliefs And Attitudes

The concept of consumer ethnocentrism is used here to show that culture influences the perception of individuals or groups when they buy products or services. Though many studies have recognized the importance of culture in consumer decision-making, few have examined the significant role of culture in influencing consumer buying decision. Thus, the purpose of this study is to examine how the roles of consumer beliefs and attitudes affect the level of consumer ethnocentrism towards the purchase of domestic products concentrating on Petronas petrol stations in Klang Valley from the customers’ perspective. A self-administered questionnaire was distributed at Petronas Petrol Stations in Klang Valley area. The results indicated that the most significant factor influencing consumer ethnocentrism was belief followed by attitude and both belief and attitude had moderate and positive relationships with consumer ethnocentrism toward Petronas Petrol Stations in Klang Valley area.

Dysfunctional Beliefs and Attitudes About Sleep Scale (DBAS)

2011 ◽  
pp. 145-147
Author(s):  
Azmeh Shahid ◽  
Kate Wilkinson ◽  
Shai Marcu ◽  
Colin M. Shapiro
Keyword(s):  
Dysfunctional Beliefs ◽  
Beliefs And Attitudes

Duration of Poverty and Subsequent Cognitive Function and Decline Among Older Adults in China, 2005–2018

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012343
Author(s):  
Xuexin Yu ◽  
Wei Zhang ◽  
Lindsay C. Kobayashi
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Late Life ◽  
Tobit Regression ◽  
Annual Household Income ◽  
Middle Income ◽  
Healthy Longevity ◽  
Rate Of Decline ◽  
Statistical Yearbook

Objective:To investigate the relationship between late-life duration of poverty exposure and cognitive function and decline among older adults in China.Methods:Data were from 3,209 participants aged ≥64 in the Chinese Longitudinal Healthy Longevity Survey (CLHLS). Duration of poverty, defined according to urban and rural regional standards from the China Statistical Yearbook, was assessed based on annual household income from 2005-2011 (never in poverty; 1/3 of the period in poverty; ≥2/3 of the period in poverty). Cognitive function was measured by the Chinese Mini Mental State Exam (CMMSE) from 2011-2018. We used attrition-weighted, multivariable mixed-effects Tobit regression to examine the association of duration of poverty with cognitive function and rate of decline.Results:A total of 1,162 individuals (36.21%) were never in poverty over the period from 2005-2011, 1,172 (36.52%) were in poverty 1/3 of the period, and 875 (27.27%) were in poverty ≥2/3 of the period. A longer poverty duration was associated with lower subsequent CMMSE scores with a dose-response relationship (1/3 vs. never in poverty: β = -0.98; 95% CI: -1.61 to -0.35; ≥2/3 vs. never in poverty: β = -1.55; 95% CI: -2.29 to -0.81). However, a longer duration of poverty was associated with a slower rate of CMMSE score decline over time from 2011-2018.Conclusion:These findings provide valuable evidence on the role of cumulative late-life poverty in relation to cognitive health among older adults in a rapidly urbanizing and aging middle-income country. Our findings may support a compensation hypothesis for cognitive reserve in this setting.

scholarly journals Practice and Innovations of Inclusive Education at School

2020 ◽  
Vol 9 (7) ◽  
pp. 176
Author(s):  
Larysa V. Kozibroda ◽  
Oksana P. Kruhlyk ◽  
Larysa S. Zhuravlova ◽  
Svitlana V. Chupakhina ◽  
Оlena M. Verzhihovska
Keyword(s):  
Inclusive Education ◽  
Parental Support ◽  
Meta Analysis ◽  
Local Level ◽  
Integrated Approach ◽  
Beliefs And Values ◽  
Teachers Beliefs ◽  
Severity Of Disability ◽  
Beliefs And Attitudes

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

Sign in / Sign up

Export Citation Format

Share Document