The effects of chronic inadequate sleep on cognitive readiness

Sleep is an active process; the body undergoes restoration and regeneration. Adequate sleep is essential to health and cognitive function. Sleep is critical for cell repair, a healthy immune system, and hormonal regulation, and aids in the process of learning, memory, and emotion. Inadequate sleep can lead to multiple chronic health and mental conditions over time. The occupational health nurse can be instrumental in screening for two of the most common sleep disorders, insomnia and obstructive sleep apnea, by asking workers key questions and using simple screening tools.

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Covid 19 and Stress among Students

Research Journal of Humanities and Social Sciences ◽

10.52711/2321-5828.2021.00043 ◽

2021 ◽

pp. 239-244

Author(s):

L. Vijayashree ◽

Shishira Srinivasa

Keyword(s):

Stress Management ◽

Eating Habits ◽

Traumatic Event ◽

Parental Engagement ◽

Student Stress ◽

The World ◽

Inadequate Sleep

In today's culture, there are numerous factors that may act as a stress catalyst, making stress a big aspect of one's life. Covid-19 has wrought tremendous havoc all over the planet. Stress isn't just an issue for adults; it's also growing more common among children of all ages. Proper stress management is incredibly difficult to achieve since parents do not have the time to adequately care for their children. Most people assume that stress can only be caused by a traumatic event, but the fact is that tension may also be caused by a good experience. There are numerous causes of student stress that can lead to stress in a student's life, including misbehavior between the student and the teacher, which can lead to increased tension and stress. A lack of parental engagement also led in attacks on all pupils. Children in general do not pay attention to their eating habits, making them more vulnerable to stress in general. Inadequate sleep is also a source of stress, and students all over the world suffer as a result. Students' capacity to manage stress is hit or miss.

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Emotional, Cognitive and Self-Enhancement Processes in Aggressive Behavior After Interpersonal Rejection and Exclusion

Europe’s Journal of Psychology ◽

10.5964/ejop.v11i4.934 ◽

2015 ◽

Vol 11 (4) ◽

pp. 707-721 ◽

Cited By ~ 1

Author(s):

Joanna Rajchert

Keyword(s):

Aggressive Behavior ◽

Ego Depletion ◽

Self Control ◽

Strength Model ◽

Displaced Aggression ◽

Cognitive Readiness ◽

Interpersonal Rejection ◽

The Relationship ◽

Exclusion Effect

The relationship between exclusion or rejection and aggression is already well documented, but there is still a debate about the mechanisms that underlie this effect. In two studies we focused on the propensity to react aggressively (readiness for aggression) on the bases of emotional, cognitive or self-enhancement (personality-immanent) processes. In both studies we first measured readiness for aggression and then ego-depleted participants. Next, in Study 1 we excluded participants (n = 96) using an online ball throwing game and measured displaced aggressive behavior - intensity and duration of an unpleasant noise administrated to a stranger. In Study 2 participants (n = 140) were rejected by a peer on the basis of an interview that they gave and then could retaliate by reducing peer's chance for getting a job. The results show that exclusion effect on displaced aggression was moderated by cognitive readiness for aggression, while rejection effect on retaliatory aggression was shaped by emotional and personality-immanent readiness for aggression as well as ego-depletion. The results were discussed in light of the strength model of self-control by Baumeister, Vohs, and Tice (2007).

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