Investigating associations between personality and the efficacy of interventions for cognitive ageing: A systematic review

Marr, Calum; Vaportzis, Eleftheria; Dewar, Michaela; Gow, Alan J.

doi:10.1016/j.archger.2019.103992

Cited by 11 publications

(6 citation statements)

References 67 publications

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“…In the same vein, Djigić et al [10] also stated that Conscientiousness and Openness to Experience are the best predictors for determining the teacher's self-efficacy. Meanwhile, other research also shows that since types of personality has a strong correlation with self-efficacy, the intervention program to increase teacher's self-efficacy should consider the variable of teacher's personality types [41]. Furthermore, among the five personality types tested in this study, there is only one personality type that has a high, positive and significant correlation with task performance, namely the Conscientiousness personality type (r = .335).…”

Section: Resultsmentioning

confidence: 71%

Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia

Ramdani¹,

Tae²,

Prakoso³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Self-efficacy is regarded as one of the important aspects that could help teachers to achieve their learning goals and optimal work performance. However, in daily practice, there is only limited research that explores the importance of selfefficacy in the education process, especially for science teachers in Indonesia. This research aims to explore the relationship between science teachers' type of personality, self-efficacy, and work performance Indonesia. A total of 123 science teachers were chosen using purposive technique sampling to fill in the questionnaires as a form of self-report. The result shows that the type of personalities such as Extraversion, Conscientiousness, and Openness to Experience significantly correlate to Selfefficacy. In accordance with this result, Self-efficacy also has a positive and significant correlation with the dimension of Task Performance and Contextual Performance. However, Selfefficacy has a negative correlation to the Counterproductive Work Behavior. Therefore, the higher the three personalities possess by a teacher the higher the self-efficacy and the work performance they have. This result asserts that there is a number factor that should be considered by science teachers to achieve the best work performance. The further discussion and the limitation of this research will be explained deeper in this paper.

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Section: Resultsmentioning

confidence: 71%

Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia

Ramdani¹,

Tae²,

Prakoso³

et al. 2021

Advances in Social Science, Education and Humanities Research

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“…As personality traits may play an important role in individuals' response to nonpharmacological interventions for cognitive aging, the second aim of our study was to explore that influence on the cognitive benefits of SNSs training. There is a small number of studies that have addressed the influence of personality traits on cognitive change after social (Cerino et al, 2020) and cognitive training (Marr, Vaportzis, Dewar, & Gow, 2020), but there are no researches about the influence of personality traits on cognition after training on SNSs. Our findings indicated that, when influences of Extraversion, Neuroticism, Psychoticism and Social desirability have been removed from the statistical models, performance on time interference deteriorated significantly in lifestyle education group with respect to the waiting list.…”

Section: Discussionmentioning

confidence: 99%

Effect of a Social Networking Site Training on Cognitive Performance in Healthy Older People and Role of Personality Traits. Results from the Randomized Controlled Trial Ageing in a Networked Society-Social Experiment (ANS-SE) Study

Vaccaro

Abbondanza

Rolandi

et al. 2021

Experimental Aging Research

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Objectives:The study aimed to evaluate the short-term efficacy of social network sites (SNSs) training on cognitive performance in cognitively healthy older individuals, and to explore the influence of personality traits on cognitive benefits of SNSs training. Methods: The Aging in a Networked Society-Social Experiment study was a randomized controlled trial with three arms: intervention group (course on SNSs use), active control group (lifestyle education) and waiting list. Among the 180 eligible participants, 144 participated, 115 completed the study. The assessment comprised: Stroop Color and Word Test, Wechsler tests (Digit span, Symbol search, Coding), and Eysenck Personality Questionnaire-Revised-Short Form. Results: There was no significant cognitive improvement for treatment group versus the control groups. Time interference significantly worsened in lifestyle education group compared to the waiting list, after controlling for baseline test scores and personality traits. Conclusion:The present study does not support the usefulness of SNSs training with healthy older adults. The educational content of lifestyle education is not an inert condition among individuals with high levels of neuroticism and socially desirable responding. There is a need to design experimental conditions in the control groups which do not influence participant's outcomes.

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“…One potential reason why format of delivery may be so important for compensatory interventions is individual differences in the types of PM memory failures experienced as well as the specific compensatory strategies that are optimally effective. Older adults potentially rely on at least eleven distinct types of compensatory strategy (Weakley et al, 2019), and the need to consider the potential role of personality variables in understanding the efficacy of specific interventions for cognitive aging has also recently been highlighted (Marr et al, 2020). Face-to-face delivery can presumably be more readily adjusted and sensitive to individual requirements and preferences.…”

Section: Compensatory Pm Interventionmentioning

confidence: 99%

Acting with the future in mind: Testing competing prospective memory interventions.

Hering¹,

Haines

Grainger

et al. 2021

Psychology and Aging

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vulnerability: life course perspectives Prospective memory (PM) is a critical determinant of whether a person is able to lead an independent life. Because PM declines in late adulthood, an important question is therefore whether, and if so, which types, of PM interventions might lead to meaningful benefits. In the present study, we randomly assigned older adults to one of four conditions, in three of which participants received a structured PM intervention (Restorative, Compensatory, and Combined Restorative and Compensatory); the fourth was an Active Control condition. The results showed that there were significant gains on the PM training task used for both the Restorative and Combined conditions. We then analyzed change in PM tasks that were independent of the PM training task (Near Transfer). Only the Combined condition led to post-training improvement. Finally, we analyzed performance on measures of untrained cognitive abilities and everyday functioning: Far transfer effects were not evident for any intervention. These data align with prior literature in showing that interventions that target a single cognitive ability do not reliably generate far transfer effects, and additionally extend our understanding of these effects in two important ways. Firstly, they indicate that, even when the memory challenges that older adults are most concerned about are the direct target of restorative training, transfer effects to untrained cognitive domains may be difficult to achieve. Secondly, they indicate that for older adults whose primary goal is to enhance PM function, combining Restorative and Compensatory approaches is an effective approach.

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Investigating associations between personality and the efficacy of interventions for cognitive ageing: A systematic review

Cited by 11 publications

References 67 publications

Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia

Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia

Effect of a Social Networking Site Training on Cognitive Performance in Healthy Older People and Role of Personality Traits. Results from the Randomized Controlled Trial Ageing in a Networked Society-Social Experiment (ANS-SE) Study

Acting with the future in mind: Testing competing prospective memory interventions.

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