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

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dc.contributor.authorCámara, Silvia
dc.contributor.authorContador Castillo, Israel
dc.contributor.authorHerrero, Paula
dc.contributor.authorRuisoto Palomera, Pablo
dc.contributor.authorSánchez, Abraham
dc.contributor.authorCuellar, Luis
dc.contributor.authorLópez, Rebeca
dc.contributor.authorFournier, María Concepción
dc.contributor.authorRamos, Francisco
dc.contributor.departmentCiencias de la Saludes_ES
dc.contributor.departmentOsasun Zientziakeu
dc.date.accessioned2022-02-04T12:25:00Z
dc.date.available2022-02-04T12:25:00Z
dc.date.issued2021
dc.description.abstractObjective: 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.en
dc.format.extent36 p.
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCámara, S., Contador, I., Herrero, P., Ruisoto, P., Sánchez, A., Cuellar, L., López, R., Fournier, M. C., & Ramos, F. (2021). The role of education in executive functions, behavioral problems and functional performance in people with schizophrenia. Neuropsychology, 35(4), 366–373. https://doi.org/10.1037/neu0000679en
dc.identifier.doi10.1037/neu0000679
dc.identifier.issn0894-4105
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/42111
dc.language.isoengen
dc.publisherAmerican Psychological Association
dc.relation.ispartofNeuropsychology, 35 (4), 366-373
dc.relation.publisherversionhttps://doi.org/10.1037/neu0000679
dc.rights© American Psychological Association, 2021en
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.subjectCognitive reserveen
dc.subjectEducationen
dc.subjectExecutive functionsen
dc.subjectPsychological and behavioral symptomsen
dc.subjectSchizophreniaen
dc.titleThe role of education in executive functions, behavioral problems and functional performance in people with schizophreniaen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
relation.isAuthorOfPublication67d90c33-1a8d-4a17-b259-940ae5d3674a
relation.isAuthorOfPublication.latestForDiscovery67d90c33-1a8d-4a17-b259-940ae5d3674a

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