Work-related stress and cognitive enhancement among university teachers

Wiegel, Constantin; Sattler, Sebastian; Göritz, Anja S.; Diewald, Martin

doi:10.1080/10615806.2015.1025764

Cited by 57 publications

(109 citation statements)

References 70 publications

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“…In the case of Germany, life time prevalence use of methylphenidate and amphetamines for cognitive enhancement purposes in pupils was 1.55 % and in students 0.78 %, with last year and last month prevalence rates being significantly lower [61]. Another three studies of German university teachers also showed a very low prevalence rate for the use of these drugs [62]. In the case of university students in the UK and Ireland, a majority of those surveyed were unaware and/or uninterested in putative PCEs [8].…”

Section: Presumption #4: There Is Evidence That Pce Is Increasingly Imentioning

confidence: 86%

“…For instance, recent surveys have analyzed the various drivers behind individuals' willingness to use putative PCEs and have identified several factors that increased that willingness [62,76]. Amongst those were greater inclinations to use PCE when their enhancing effect was expected to be powerful, when more of one's peers used them, and when one suffers from academic procrastination.…”

Section: A Positive Shiftmentioning

confidence: 97%

“…Amongst those were greater inclinations to use PCE when their enhancing effect was expected to be powerful, when more of one's peers used them, and when one suffers from academic procrastination. Newer surveys, especially in Europe and Australia, now also ask about the use of these drugs for the purpose of cognitive enhancement specifically, as opposed to their off-label use more generally [8,61,62,77].…”

Section: A Positive Shiftmentioning

confidence: 97%

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The Myth of Cognitive Enhancement Drugs

Zohny

2015

Neuroethics

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There are a number of premises underlying much of the vigorous debate on pharmacological cognitive enhancement. Among these are claims in the enhancement literature that such drugs exist and are effective among the cognitively normal. These drugs are deemed to enhance cognition specifically, as opposed to other non-cognitive facets of our psychology, such as mood and motivation. The focus on these drugs as cognitive enhancers also suggests that they raise particular ethical questions, or perhaps more pressing ones, compared to those raised by other kinds of neuroenhancement. Finally, the use of these drugs is often claimed to be significant and increasing. Taken together, these premises are at the heart of the flurry of debate on pharmacological cognitive enhancement. In this article, it is argued that these are presumptions for which the evidence does not hold up. Respectively, the evidence for the efficacy of these drugs is inconsistent; neurologically it makes little sense to distinguish the cognitive from non-cognitive as separate targets of pharmacological intervention; ethically, the questions raised by cognitive enhancement are in fact no different from those raised by other kinds of neuroenhancement; and finally the prevalence rates of these drugs are far from clear, with the bulk of the claims resting on poor or misrepresented data. Greater conceptual clarity along with a more tempered appreciation of the evidence can serve to deflate some of the hype in the associated literature, leading to a more realistic and sober assessment of these prospective technologies.

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Section: Presumption #4: There Is Evidence That Pce Is Increasingly Imentioning

confidence: 86%

Section: A Positive Shiftmentioning

confidence: 97%

Section: A Positive Shiftmentioning

confidence: 97%

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The Myth of Cognitive Enhancement Drugs

Zohny

2015

Neuroethics

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“…For commentators, particularly in disciplines such as neuroethics, the growth of the PCE legend has offered an argument for the important role of discussions about the politics of enhancement; attending to legality and decriminalization, workplace pressure, education, and neoliberalism. (Sampson, 2016;Wiegel, Sattler, Göritz, & Diewald, 2016). The dialogue, for better or worse, is one that moves between academic disciplines and the popular press where commentators attempt to open, and perhaps feed, the debate.…”

Section: The Self-referential Debate About Neuro-enhancement Technolomentioning

confidence: 99%

Academic Carelessness, Bootstrapping, and the Cybernetic Investigator

Drayson

2017

AVANT

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The following discussion is concerned with certain forms of poor practice in academic publishing that give rise to "academic urban legends." It suggests that rather than simply consider phenomena such as poor citation practices and circular reporting as mistakes, misunderstandings, and evidence of lack of rigor, we might also read them as evidence of a particular kind of creativity-for which misunderstandings, assumptions, and failures of diligence are mechanisms by which potentially influential ideas manifest. Reflecting particularly on a critique of the debate surrounding pharmaceutical cognitive enhancement and its use by university staff and students, the following will argue that investigators within the disciplines concerned with the effects or development of these technologies are themselves implicated as potential subjects. Alongside reflections from science fiction studies that offer insights into the experiential dimension of reading and misreading, this paper offers some insights regarding how we might think of mistakes and misunderstandings as a form of bootstrapping and a source of creativity in scientific and technological development.

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“…The intensity and sources of strain related to teachers' work are a topic of growing interest in different educational settings (Kosir, Tement, Licardo, & Habe, 2015), showing that workers in the education sector are a high-risk population with a strong prevalence of work-related stress (Wiegel, Sattler, Göritz, & Diewald, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Role of Guilt in the Relationship Between Teacher’s Job Burnout Syndrome and the Inclination Toward Absenteeism // El papel de la culpa en la relación entre el síndrome de quemarse por el trabajo y la inclinación al absentismo de profesores de Enseñanza Secundaria

Rabasa¹,

Figueiredo-Ferraz

Gil‐Monte

et al. 2015

REV PSICODIDACT

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Previous studies have shown that guilt feelings seem to be involved in job burnout process. However, the exact nature of the relationship between burnout, guilt and the inclination toward absenteeism is unclear. The aim of this study was to analyse the role of guilt in the relationship between burnout and the inclination toward absenteeism. The sample in this cross-sectional study was composed of 120 Spanish teachers. A path analysis model was tested. The hypothesized model showed an adequate data fit, including for the mediator role of guilt in the relationship between burnout and the inclination toward absenteeism. The results of this study recommend taking guilt into account as a symptom of burnout in order to perform a more reliable diagnosis of the syndrome and its consequences.Keywords: burnout, guilt, teachers, absenteeism. ResumenEstudios anteriores han demostrado que los sentimientos de culpa parecen estar involucrados en el proceso del síndrome de quemarse por el trabajo (SQT). Sin embargo, la naturaleza exacta de la relación entre el SQT, culpa, y la inclinación al absentismo no es clara. El objetivo de este estudio fue analizar el papel de la culpa en la relación entre el SQT y la inclinación al absentismo. La muestra de este estudio transversal estuvo compuesta por 120 profesores españoles. Se ha testado un modelo de path análisis. El modelo hipotetizado mostró un ajuste de datos adecuado, incluyendo el papel mediador de la culpa en la relación entre el SQT y la inclinación al absentismo. Los resultados de este estudio recomiendan tomar en consideración la evaluación de la culpa como un síntoma del SQT con el fin de desarrollar un diagnóstico más fiable del síndrome y sus consecuencias.Palabras clave: síndrome de quemarse por el trabajo, culpa, profesores, absentismo.

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Work-related stress and cognitive enhancement among university teachers

Abstract: The results increase our knowledge about the prevalence of CE-drug use and our understanding of what motivates and inhibits the use of CE-drug.

Cited by 57 publications

References 70 publications

The Myth of Cognitive Enhancement Drugs

The Myth of Cognitive Enhancement Drugs

Academic Carelessness, Bootstrapping, and the Cybernetic Investigator

The Role of Guilt in the Relationship Between Teacher’s Job Burnout Syndrome and the Inclination Toward Absenteeism // El papel de la culpa en la relación entre el síndrome de quemarse por el trabajo y la inclinación al absentismo de profesores de Enseñanza Secundaria

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