Procrastination and suicide proneness: A moderated-mediation model for cognitive schemas and gender

Correlation analysis and gender differences of cognitive function based on mini-mental state examination (MMSE) and suicidal tendency in patients with schizophrenia

BACKGROUND

The aim of this study was to investigate the correlation and gender differences between cognition and suicidal tendency in patients with schizophrenia.

METHODS

A total of 554 patients with schizophrenia were recruited. The Mini-Mental State Examination (MMSE), Positive and Negative Syndrome Scale (PANSS), Interpersonal Reactivity Index (IRI), Toronto Alexithymia Scale (TAS), and Insomnia Severity Index (ISI) were used to assess clinical symptoms.

RESULTS

In male patients, MMSE score and the incidence of suicidal tendency were correlated (P = 0.04, OR = 1.06, 95%CI: 1.00-1.12). Among patients with cognitive dysfunction, IRI score (P = 0.01, OR = 1.04, 95%CI: 1.01-1.06), and types of antipsychotic drugs (P < 0.01, OR = 3.97, 95%CI: 1.76-8.97) in male patients were associated risk factors for suicidal ideation. Among patients without cognitive dysfunction, PANSS positive subscale score (P = 0.03, OR = 1.06, 95%CI: 1.01-1.11), and PANSS general psychopathology score (P = 0.02, OR = 1.05, 95%CI: 1.01-1.08) were associated risk factors for suicidal ideation in male patients and PANSS positive subscale score (P < 0.01, OR = 1.15, 95%CI: 1.05-1.26) were associated risk factors for suicidal ideation in female patients.

CONCLUSIONS

There were significant gender differences in the correlation between cognitive functioning and suicidal ideation in patients with schizophrenia. Cognitive function may play an important mediating role in other factors on suicide.

Psychometric Properties and Measurement Invariance of the Academic Procrastination Scale-Short Form in Spanish Children and Adolescents

The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.

Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model

Studies in recent years have shown that academic procrastination in postgraduates is very common and has a negative impact on their mental health. Therefore, we conducted this study to explore the influencing mechanism of postgraduate academic procrastination. In this study, based on the Temporal Decision Model (TDM) of procrastination and the strength model of self-control, we administered a questionnaire survey to 577 full-time postgraduates (351 females, 226 males) to explore the influence mechanisms and gender differences of motivational and volitional factors on academic procrastination. Our results indicated significant differences in academic self-efficacy between females and males. Academic self-efficacy was positively correlated with academic self-control and negatively correlated with academic procrastination; academic self-control was negatively correlated with academic procrastination. Academic self-control had a completely mediating effect in the influence of academic self-efficacy on academic procrastination. Gender variables moderated the influence of academic self-efficacy on academic self-control and thus significantly moderated the mediating effect of academic self-control. Specifically, academic self-control had a stronger mediating effect between academic self-efficacy and academic procrastination for female postgraduates. Our findings may provide guidance for postgraduates who exhibit academic procrastination and extend the theory of academic procrastination.

The suicidal behaviors questionnaire-revised. Spanish form

This study consists of a translation, intercultural adaptation and analysis of the psychometric properties of the Spanish version of Suicide Behavior Questionnaire Revised using a sample of 325 undergraduates. Internal consistency, reliability and temporal stability, calculated through Cronbach's alpha (α =.81) and test-retest correlations (ICC =. 88), respectively, were excellent. The criterion-related validity of the SBQ-R was established by correlating SBQ-R with other psychological constructs. A confirmatory factor analysis demonstrated adequate fit of the measurement model. This SBQ-R Spanish adaptation is a reliable and valid tool that might be useful to researchers and clinicians wishing to identify young people at a high risk of suicide.

Perceived stress, depressive symptoms, and suicidal ideation in undergraduate women with varying levels of mindfulness

Research has demonstrated that perceived stress and depression are risk factors for suicidal ideation in young adults, particularly women attending college. Female undergraduate students (N = 928) were administered measures assessing their levels of stress, depressive symptoms, suicidal thoughts, and mindfulness. A moderated-mediation analysis was conducted to examine the complex associations among these variables. Results indicated that mindfulness moderated the mediated effect of depressive symptoms on perceived stress and suicidal ideation. Specifically, the indirect effect was stronger in college women with lower levels of mindfulness as compared to those students who reported higher mindfulness. Thus, teaching mindfulness techniques on college campuses may be an important strategy for preventing suicide, especially among young adult women experiencing stress and depressive symptoms.