教育作为帮助寻求行为的调节者 在主观认知衰退中的行为
Martina Azar1, Silvia Chapman2, Jillian Joyce2
1Psychology Department, VA Boston Healthcare System, Boston.
Alzheimer disease and associated disorders
|August 10, 2023
概括
主观认知衰退 (SCD) 和高等教育水平与老年人寻求帮助 (HS) 的增加有关. 根据教育量身定制资源可以鼓励对痴呆风险的HS.
科学领域:
- 老年学和认知健康
- 公共卫生和健康差异
- 神经科学和痴呆症研究研究
背景情况:
- 在不同社会人口群体之间,在阿尔茨海默病 (AD) 诊断和寻求帮助 (HS) 行为方面存在显著差异.
- 解决这些差异需要关注阿尔茨海默病的早期临床指标,例如主观认知衰退 (SCD).
- 认可为阿尔茨海默氏症的风险状态SCD,为研究对HS的社会人口学影响提供了关键的背景.
研究的目的:
- 检查老年人主观认知衰退 (SCD) 和寻求帮助 (HS) 行为之间的关联.
- 确定教育程度是否能缓和SCD和HS之间的关系.
- 确定改善HS的策略,以解决风险人群认知问题的问题.
主要方法:
- 一组167名认知健康的老年人 (平均年龄=73) 完成了评估SCD,HS和情绪的问卷.
- 参与者的人口统计数据包括26.4%的黑人,亚洲人或"其他"人.
- 使用二进制逻辑回归分析来评估SCD,教育和HS之间的关联和相互作用.
主要成果:
- SCD和高等教育水平都与增加的HS独立相关 (SCD:OR=1.06;教育:OR=1.37).
- 观察到一个显著的相互作用效应,表明教育缓和了SCD和HS之间的关系 (OR=1.02).
- 这些发现突出了认知变化,教育背景和寻求帮助的决定之间的复杂相互作用.
结论:
- 教育背景是理解和鼓励与主观认知衰退相关的寻求帮助行为的关键因素.
- 针对SCD的精神教育资源应该针对不同的教育水平进行定制,以有效地促进HS.
- 有针对性的干预措施可以帮助缓解痴呆症护理规划和早期干预方面的差异.
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