Relationship between self‐reported cognitive difficulties, objective neuropsychological test performance and psychological distress in chronic pain

Baker, Katharine S.; Gibson, Stephen; Georgiou‐Karistianis, Nellie; Giummarra, Melita J.

doi:10.1002/ejp.1151

Cited by 42 publications

(44 citation statements)

References 58 publications

(67 reference statements)

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“…Rather, it was an indirect effect through self-efficacy. This might be because appropriate levels of anxiety during learning could sustain the excitement of learning, thereby strengthening learning initiative and consciousness (Wang and Cheng, 2005). However, excessive levels of anxiety would be counterproductive.…”

Section: Indirect Effect Of Tas On Se Through Academic Emotions and Smentioning

confidence: 99%

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

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School engagement (SE) refers to the intensity and quality of emotions experienced by students when commencing and carrying out learning activities, and includes behavioral, emotional, and cognitive engagement. A high SE level promotes academic achievement, reduces students' behavioral problems, and prevents school dropout. This study, whose participants were 819 students from Tibetan areas, explored the impact of teacher autonomy support (TAS) on students' SE and the mechanisms involved in this relationship. The results showed that TAS had a positive impact on SE, while students' self-efficacy had a mediating effect between TAS and SE. On the one hand, TAS affected self-efficacy through academic interest and ultimately influenced SE; moreover, TAS negatively affected academic anxiety, indirectly inhibiting the negative effect of academic anxiety on SE through self-efficacy. The theoretical and practical implications of the study findings are discussed.

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Section: Indirect Effect Of Tas On Se Through Academic Emotions and Smentioning

confidence: 99%

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

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“…Some authors (Cockshell & Mathias, 2010Ickmans et al, 2013;Majer et al, 2008) who found impaired cognitive performance in CFS (in contrast to, e.g., Cockshell & Mathias 2014), concluded that speed is most often reduced, while deficits in memory and attention domains are more infrequent (Cockshell & Mathias, 2013). Similar to patients with CFS, studies on chronic pain patients have reported associations between outcomes in subjective assessment of cognition and poorer attention and executive function performances (Baker et al, 2018;Landrø et al, 2013;Tesio et al, 2015). Baker and colleagues (2018) have reported strong associations between EMQ and objective tests such as speed and complex attention in patients with chronic pain and recommend that the EMQ may be a suitable indicator of cognitive difficulty in persons with pain since it is quick to administer (Baker et al, 2018).…”

Section: The Relations Between Subjective and Objective Cognitive Finmentioning

confidence: 99%

“…Similar to patients with CFS, studies on chronic pain patients have reported associations between outcomes in subjective assessment of cognition and poorer attention and executive function performances (Baker et al, 2018;Landrø et al, 2013;Tesio et al, 2015). Baker and colleagues (2018) have reported strong associations between EMQ and objective tests such as speed and complex attention in patients with chronic pain and recommend that the EMQ may be a suitable indicator of cognitive difficulty in persons with pain since it is quick to administer (Baker et al, 2018).…”

Section: The Relations Between Subjective and Objective Cognitive Finmentioning

confidence: 99%

Neuropsychological dysfunction in chronic fatigue syndrome and the relation between objective and subjective findings.

Rasouli¹,

Gotaas²,

Stensdotter³

et al. 2019

Neuropsychology

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Objective: This study aimed to explore the relationship between self-reported cognitive difficulties, objective neuropsychological test performances, and subjective health complaints in chronic fatigue syndrome (CFS) and to examine the degree of impaired cognitive functions. Method:A total of 236 consecutively recruited outpatients, aged between 18 and 62 years, completed the tests. Self-administered questionnaires were used for assessing fatigue, pain, depression, anxiety and subjective cognitive complaints (Everyday Memory Questionnaire, EMQ). Also, neuropsychological tests, i.e., Stroop I-IV, CVLT-II learning/delay, WAIS-III L-N Sequencing, and PASAT were performed to examine whether these objective measures correlated with subjective complaints and were compared with normative data. Results: There was a trend of association (p<0.05) between unadjusted EMQ with Stroop IV (inhibition and shifting attention), CVLT-II learning/delay (verbal learning and memory) and WAIS-III L-N Sequencing (working memory), but none were statistically significant at the 0.001 level. EMQ was positively associated with fatigue, pain, and depression (p<0.001). PASAT (working memory) was negatively associated with pain (p<0.001). Between 21% and 38% of the patients performed below the 1.5 SD cut-off for clinically significant impairment on the Stroop tests. Conclusion:The self-reported cognitive performance was not strongly associated with the objective cognitive performances on any domains in patients with CFS. Patients with higher fatigue, pain and depression levels reported greater subjective cognitive difficulties, also higher pain related to lower objective working memory function. The CFS patients had problems mainly in domains of psychomotor speed and attention measured by the objective neuropsychological tests. Public Significance Statements:In patients with chronic fatigue syndrome, their self-reported cognitive performance reflects, to some extent, the objective cognitive performances on certain domains. They report a high level of cognitive difficulties, which are positively correlated with fatigue, pain, and depression; however, the relationships with objective tests are weak. They display problems mainly in domains of psychomotor speed and attentional control measured by objective neuropsychological performance tests.

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“…Second, measures in the main and primary replication sample are self‐reported, so further research using clinician‐administered measures, including formal, standardized, objective neurocognitive testing, are needed to provide more nuanced and well‐controlled information regarding symptom profiles and cognitive function. Though objective evaluations of cognitive performance are typically preferred, evidence suggests that subjective measures correspond well with objective findings (Baker, Gibson, Georgiou‐Karistianis, & Giummarra, ; Burmester et al, ; Chu et al, ; Hong, Lee, Sunwoo, Sohn, & Lee, ), including specifically the MOS‐CFS (Klein et al, ). Further, the Yale–Penn Study cohort used a well‐validated and widely used objective measure of cognitive performance that yielded significant results consistent with the other samples and suggesting that the findings based on self‐reported measures are valid.…”

Section: Discussionmentioning

confidence: 99%

Apolipoprotein E gene polymorphism, posttraumatic stress disorder, and cognitive function in older U.S. veterans: Results from the National Health and Resilience in Veterans Study

et al. 2019

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Background Although the ε4 allele of the apolipoprotein E (APOE) gene and posttraumatic stress disorder (PTSD) have been linked to cognitive dysfunction and dementia risk, it is unknown whether they interact to predict cognitive dysfunction. Methods We analyzed data from European‐American (EA) veterans who participated in the National Health and Resilience in Veterans Study (NHRVS): main sample (n = 1,386) and primary replication sample (n = 509). EAs from the Yale–Penn Study cohort (n = 948) served as a second replication sample. Multivariable analyses were conducted to evaluate the predictive effects of ε4 carrier status and PTSD on cognitive functioning, with a focus on whether PTSD moderates the effect of ε4 carrier status. Results APOE ε4 allele carrier status (d = 0.15 and 0.17 in the main and primary replication NHRVS samples, respectively) and PTSD (d = 0.31 and 0.17, respectively) were independently associated with lower cognitive functioning. ε4 carriers with PTSD scored lower than those without PTSD (d = 0.68 and 1.29, respectively) with the most pronounced differences in executive function (d's = 0.75–1.50) and attention/concentration (d's = 0.62–1.33). A significant interaction was also observed in the Yale–Penn sample, with ε4 carriers with PTSD making more perseverative errors on a measure of executive function than those without PTSD (24.7% vs. 17.6%; d = 0.59). Conclusions APOE ε4 allele carriers with PTSD have substantially greater cognitive difficulties than ε4 carriers without PTSD. These results underscore the importance of assessing, monitoring, and treating PTSD in trauma‐affected individuals who are at genetic risk for cognitive decline and dementia.

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Relationship between self‐reported cognitive difficulties, objective neuropsychological test performance and psychological distress in chronic pain

Cited by 42 publications

References 58 publications

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Neuropsychological dysfunction in chronic fatigue syndrome and the relation between objective and subjective findings.

Apolipoprotein E gene polymorphism, posttraumatic stress disorder, and cognitive function in older U.S. veterans: Results from the National Health and Resilience in Veterans Study

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