The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia

Objective: this cross-sectional study examined the influence of education on executive functions, behavioral problems and functional performance in people with chronic schizophrenia. Method: our sample was composed of 116 subjects with a schizophrenia diagnosis (evolution time = 17.5 ± 9.5 years) fr...

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Autores: Cámara, Silvia, Contador Castillo, Israel, Herrero, Paula, Ruisoto Palomera, Pablo, Sánchez, Abraham, Cuellar, Luis, López, Rebeca, Fournier, María Concepción, Ramos, Francisco
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2021
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/42111
Acceso en línea:https://hdl.handle.net/2454/42111
Access Level:acceso abierto
Palabra clave:Cognitive reserve
Education
Executive functions
Psychological and behavioral symptoms
Schizophrenia
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spelling The role of education in executive functions, behavioral problems and functional performance in people with schizophreniaCámara, SilviaContador Castillo, IsraelHerrero, PaulaRuisoto Palomera, PabloSánchez, AbrahamCuellar, LuisLópez, RebecaFournier, María ConcepciónRamos, FranciscoCognitive reserveEducationExecutive functionsPsychological and behavioral symptomsSchizophreniaObjective: this cross-sectional study examined the influence of education on executive functions, behavioral problems and functional performance in people with chronic schizophrenia. Method: our sample was composed of 116 subjects with a schizophrenia diagnosis (evolution time = 17.5 ± 9.5 years) from consecutive referrals to the Rehabilitation Unit of Benito Menni Hospital (Valladolid, Spain). All participants completed an extensive standardized protocol including a neuropsychological testing of executive functions (processing speed, working memory, inhibition, interference control, mental flexibility), the assessment of behavioral symptoms, and functional performance. Hierarchical regression models (HRMs) were carried out to determine whether education (in years) relates to executive functions after controlling for the effect of demographics, IQ, and clinical factors. Results: both IQ and years of education were associated with a later onset of the illness. Specifically, high education (in years) significantly correlated with fewer behavioral problems and better functional performance in daily life. Further, HRMs showed that education was associated with digit span and sematic verbal fluency tasks after controlling for the effect of age, sex, and IQ as covariates. Conclusions: higher education may ameliorate executive deficits in patients with chronic schizophrenia and, in turn, diminish the behavioral and functional problems of the illness.American Psychological AssociationCiencias de la SaludOsasun Zientziak2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/42111reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglés© American Psychological Association, 2021info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/421112026-06-17T12:41:47Z
dc.title.none.fl_str_mv The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
title The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
spellingShingle The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
Cámara, Silvia
Cognitive reserve
Education
Executive functions
Psychological and behavioral symptoms
Schizophrenia
title_short The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
title_full The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
title_fullStr The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
title_full_unstemmed The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
title_sort The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia
dc.creator.none.fl_str_mv Cámara, Silvia
Contador Castillo, Israel
Herrero, Paula
Ruisoto Palomera, Pablo
Sánchez, Abraham
Cuellar, Luis
López, Rebeca
Fournier, María Concepción
Ramos, Francisco
author Cámara, Silvia
author_facet Cámara, Silvia
Contador Castillo, Israel
Herrero, Paula
Ruisoto Palomera, Pablo
Sánchez, Abraham
Cuellar, Luis
López, Rebeca
Fournier, María Concepción
Ramos, Francisco
author_role author
author2 Contador Castillo, Israel
Herrero, Paula
Ruisoto Palomera, Pablo
Sánchez, Abraham
Cuellar, Luis
López, Rebeca
Fournier, María Concepción
Ramos, Francisco
author2_role author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Ciencias de la Salud
Osasun Zientziak
dc.subject.none.fl_str_mv Cognitive reserve
Education
Executive functions
Psychological and behavioral symptoms
Schizophrenia
topic Cognitive reserve
Education
Executive functions
Psychological and behavioral symptoms
Schizophrenia
description Objective: this cross-sectional study examined the influence of education on executive functions, behavioral problems and functional performance in people with chronic schizophrenia. Method: our sample was composed of 116 subjects with a schizophrenia diagnosis (evolution time = 17.5 ± 9.5 years) from consecutive referrals to the Rehabilitation Unit of Benito Menni Hospital (Valladolid, Spain). All participants completed an extensive standardized protocol including a neuropsychological testing of executive functions (processing speed, working memory, inhibition, interference control, mental flexibility), the assessment of behavioral symptoms, and functional performance. Hierarchical regression models (HRMs) were carried out to determine whether education (in years) relates to executive functions after controlling for the effect of demographics, IQ, and clinical factors. Results: both IQ and years of education were associated with a later onset of the illness. Specifically, high education (in years) significantly correlated with fewer behavioral problems and better functional performance in daily life. Further, HRMs showed that education was associated with digit span and sematic verbal fluency tasks after controlling for the effect of age, sex, and IQ as covariates. Conclusions: higher education may ameliorate executive deficits in patients with chronic schizophrenia and, in turn, diminish the behavioral and functional problems of the illness.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/42111
url https://hdl.handle.net/2454/42111
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv © American Psychological Association, 2021
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © American Psychological Association, 2021
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv American Psychological Association
publisher.none.fl_str_mv American Psychological Association
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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