Дисертації з теми "Cognitive stressors"
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Kiasat, Shadi. "Work stressors across midlife and cognitive and physical impairment in older age." Thesis, Stockholms universitet, Institutionen för folkhälsovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183245.
Повний текст джерелаNeupert, Shevaun D. "Daily stressors and memory failures in a naturalistic setting: Findings from the normative aging study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280314.
Повний текст джерелаAbdullatif, Qutayba. "Effects of trait anxiety and cognitive appraisals on emotional reactions to psychological and physical stressors." [Tampa, Fla.] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0002144.
Повний текст джерелаWasley, David. "The impact of acute and chronic exercise on the psychophysiological responses to real-life and cognitive stressors." Thesis, Cardiff Metropolitan University, 2006. http://hdl.handle.net/10369/7580.
Повний текст джерелаHahn, Elizabeth. "Daily Experiences of Older Adults with Mild Cognitive Impairment." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4060.
Повний текст джерелаBlower, Sarah. "Explaining individual differences in children's emotions and behaviour following routine stressors : the role of cognitive appraisal, coping and cortisol." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616873.
Повний текст джерелаEnnis, Michael Patrick. "Cognitive Appraisal, Anxiety, and Coping Strategies in Mediating SAM Activation to a Psychological Stressor." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278570/.
Повний текст джерелаZbur, Samantha Lindsey. "An Initial Evaluation of a School-Based Psychoeducational Program Teaching Adolescents to Cope with Traumatic Stressors." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1475714320388223.
Повний текст джерелаVendemia, Jennifer Mary Coplin. "Repressors vs. Low- and High-Anxious Coping Styles: EEG, Heart Rate, and Blood Pressure Differences During Cognitive and Cold Pressor Pain Stressors." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27552.
Повний текст джерелаPh. D.
Sarkar, Mustafa. "The assessment of psychological resilience in sport performers." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17616.
Повний текст джерелаDurrani, Samiullah. "Data Entry Error in Mobile Keyboard Device Usage Subject to Cognitive, Environmental, and Communication Workload Stressors Present in Fully Activated Emergency Operations Centers." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2782.
Повний текст джерелаPh.D.
Department of Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering PhD
Johnson, Betty J. PhD. "Video Meetings in a Pandemic Era: Emotional Exhaustion, Stressors, and Coping." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1612609329629973.
Повний текст джерелаEabon, Michelle F. "A cognitive developmental study of children's conceptions of stress and experience with stressors : a comparison of diabetic, learning disabled, and nonclinical groups of children." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260987133.
Повний текст джерелаBergkvist, Rosita. "How to stand the nursing profession : A study of proactive antecedents, self-efficacy, and organizational factors, and the mediation of cognitive appraisals on the outcome of stress and anxiety among nurses." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81352.
Повний текст джерелаDidymus, Faye F. "Exploring the organizational stress process in sport performers : from theory to practice." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10959.
Повний текст джерелаFedorowicz, Anne E. "Children's coping and cognitive appraisals, an investigation of stressor and gender specificity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ37701.pdf.
Повний текст джерелаHofmann, Kaitlyn Ann. "The Effect of Cognitive Bias Modification on Cardiac Vagal Tone Response to a Stressor." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/555542.
Повний текст джерелаLagman, Theresa Marie. "Individual Differences in Cognitive Performance Relating to Non-Pathological Sleep Parameters in the Presence of a Stressor." UNF Digital Commons, 2000. http://digitalcommons.unf.edu/etd/229.
Повний текст джерелаReichel, Judith [Verfasser], and Carsten [Akademischer Betreuer] Wotjak. "Cognition through the (st-)ages : consequences of immuno-toxic lesions, protein accumulation and environmental stressors / Judith Reichel. Betreuer: Carsten Wotjak." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1068460741/34.
Повний текст джерелаMasih, Sandra. "Sociotropy and autonomy personality and life event loss perceptions as predictors of depressive symptoms in the pre and postpartum period : a test of Beck's stressor-vulnerability model /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17931.pdf.
Повний текст джерелаWalser, Moritz, Rico Fischer, Thomas Goschke, Clemens Kirschbaum, and Franziska Plessow. "Intention Retrieval and Deactivation Following an Acute Psychosocial Stressor." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-133421.
Повний текст джерелаWalser, Moritz, Rico Fischer, Thomas Goschke, Clemens Kirschbaum, and Franziska Plessow. "Intention Retrieval and Deactivation Following an Acute Psychosocial Stressor." Public Library of Science, 2013. https://tud.qucosa.de/id/qucosa%3A27510.
Повний текст джерелаPetzold, Antje. "Auswirkungen akuten psychosozialen Stresses auf Feedback‐basiertes Lernen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-61810.
Повний текст джерелаQadir, Aneela. "THE ACUTE EFFECTS OF AEROBIC EXERCISE TYPES ON AFFECT AND COGNTION AFTER A STRESSOR." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430920936.
Повний текст джерелаTemp, Anna Gesine Marie. "Exploring the explorers : studying the mood, mental health, cognition and the lived experience of extreme environments in a small isolated team confined to an Arctic research station." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31102.
Повний текст джерелаMercier, Diane. "Stress personnel et évaluation cognitive des stresseurs chez un groupe de mères de milieux à risque psychosocial et de mères de milieux non à risque." Thèse, Université du Québec à Trois-Rivières, 1992. http://depot-e.uqtr.ca/5553/1/000597944.pdf.
Повний текст джерелаPack, Jessica Spencer. "Effect of Localized Temperature Change on Vigilance Performance." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1429286666.
Повний текст джерелаGoldberg, Ximena. "Complex Models of Genetic and Environmental Influences on Human Cognition. Implications for Functional Psychoses / Modelos complejos de las influencias genéticas y ambientales en la cognición humana. Implicaciones para las psicosis funcionales." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/83588.
Повний текст джерелаEl constructo general de cognición humana involucra una serie de procesos mentales por medio de los cuales los individuos perciben, interpretan y, en consecuencia, actúan sobre la realidad que los rodea y sobre sus pares (Sternberg y Mio, 2009). En los últimos años, el reconocimiento de la diversidad humana y la variabilidad de los rasgos psicológicos entre los individuos ha promovido preguntas acerca de las diferencias inter-individuales que hacen a cada sujeto único en términos de cognición (Baddeley, 2003; Botvinick, 2008). En particular, los estudios de genética cuantitativa demuestran que tanto la variabilidad genética como los factores ambientales podrían estar involucrados en la expresión fenotípica de las funciones cognitivas (Plomin, 2011). Sin embargo, aún no son claros los mecanismos específicos por medio de los cuales los genes y el ambiente contribuyen a esta variabilidad. Las alteraciones cognitivas son un rasgo central en enfermedades mentales donde se presume que existen alteraciones del neurodesarrollo, como lo es la esquizofrenia. El modelo etiológico del neurodesarrollo de la esquizofrenia propone que esta enfermedad se expresaría como consecuencia de alteraciones neurobiológicas que iniciarían en una época temprana de la vida, incluso antes del desencadenamiento de los síntomas clínicos (van Os, 2009). No obstante, la presentación heterogénea de la enfermedad ha dificultado una comprensión más clara de los mecanismos involucrados en su manifestación. ¿Son todas las funciones cognitivas igualmente heredables? ¿Tienen los factores ambientales tempranos consecuencias a largo plazo sobre la cognición? ¿Cuál es la relación entre variabilidad genética y vulnerabilidad cognitiva? ¿Existen vías neurobiológicas específicas para la manifestación de las alteraciones cognitivas en pacientes con esquizofrenia? Estas preguntas se exploran en la presente tesis a partir de análisis basados en muestras de gemelos y en grupos familiares, que constituyen una manera metodológicamente potente de estudiar los efectos de la variabilidad genética y ambiental sobre la cognición humana. En este sentido, la diversidad fenotípica de la esquizofrenia y la cognición humana, lejos de representar un obstáculo para la investigación de su etiología, sienta las bases de modelos complejos que podrían fomentar una comprensión cada vez más completa de los mecanismos de vulnerabilidad y resiliencia posiblemente involucrados en su origen (Belsky, 2011).
HUANG, PAO-HSUEH, and 黃寶雪. "Job Stressors, Cognitive Appraisal, and Job Stress Outcomes of Taiwanese Coach Driver." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dtq76e.
Повний текст джерела中國文化大學
觀光事業學系觀光休閒事業碩士在職專班
105
This study explores relationships between job stressors, cognitive appraisal and job stress outcomes of Taiwanese coach drivers, using cognitive appraisal as mediator. The method of Judgmental Sampling is used to target the drivers at the parking lots of top scenic spots in northern Taiwan. It turns out 384 questionnaires available for data analysis by SPSS21 software. The results indicate that the job stressors have a positive effect on the job stress outcomes and cognitive appraisal. Cognitive responses do help to alleviate the negative effects of work stress. The cognitive appraisal has a mediating effect between the job stressors and stress outcomes. Generally, the drivers have perceived a high degree of work pressure. However, they have devoted to driving profession. Regarding their pressure release modes, most of them are turning to self-adjustment or peer chitchat. Very few would look for assistance from social resources (such as medical care or counseling) or engage leisure activities. The finding suggests that the leisure education and life counseling are essential to drivers. A well-designed life and leisure education would be helpful to guide these stressful ones to deal with job stress more effectively. In turn, the effort would pay off to each safe journey. Finally, along with the conclusion the implications are presented, hopefully, to be useful for policy making or management strategy.
Shang, Pei-Yu, and 商沛宇. "A Preliminary Exploration of Cognitive Appraisals of Body Image Stressors among Women." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36626821883709186702.
Повний текст джерела國立臺灣大學
心理學研究所
103
The majority of studies to date revealed that most women experienced their body shape in a negative manner and more than half of them had tried to lose weight. However, little research had investigated how appearance-related life events made women feel stressful about their body By integrating the cognitive-behavioral model of body image, the Self-Discrepancy Theory, and the Stress-Coping Model, the present study aimed to explore the cognitive appraisal processes of body image stressors among women. Furthermore, the study also investigated the effects of age and body mass index (BMI) on body image. A sample of 703 women between the age of 18 and 67 years old completed a structured questionnaire which contained the Contour Drawing Rating Scale, Multidimensional Body-Self Relations Questionnaire (MBSRQ), Appearance Schemas Inventory─Revised, and Body Shape Stress Appraisal Scale. The results indicated that: 1) body image investment consisted of motivational factor and cognitive factor. The former was found positively correlated with body image evaluation, while the latter was negatively correlated with body image evaluation. Body image evaluation was also found negatively correlated with both current-ideal figural discrepancy and stress appraisal. 2) Older women had lower ratings of body image investment, while no significant age effect was found regarding body image evaluation. 3) Women with higher BMI had lower ratings of body image evaluation than women with lower BMI, while no significant effect was found regarding body image investment and BMI. 4) When facing body image stressors, women who rated their current figure as bigger than their ideal figure felt more stressful. 5) Body image investment did not function as a moderator variable in the cognitive appraisal process. The present study found that the body image attitudes women had and the current-ideal figural discrepancies they perceived under the circumstances predict how stressful women will feel when they encounter body image stressors. Last but not least, the present study demonstrated the influence of age and BMI on body image among women.
Oswald, Amy. "Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test." Thesis, 2015. http://hdl.handle.net/1959.13/1308271.
Повний текст джерелаScope: Past research suggests that the complexity of a person’s self-schema (called self-complexity) shapes important outcomes, including individual well-being and cognitive flexibility. Individuals are classified as either low or high in self-complexity, as determined by the number of self-aspects an individual uses to describe themselves, and the amount of independence (vs. overlap) that exists among those self-aspects. Individuals who identify a greater number of self-aspects that are distinct from one another, or are less overlapping, are said to be higher in self complexity than individuals who have either a similar number of or fewer self-aspects that are very similar to one another (i.e., have greater overlap among them). Exactly when this increased complexity of the self impacts upon cognitive flexibility remains unclear. Two relatively separate research traditions have evolved in the self-complexity literature, distinguished by a focus on different types of self: One focused closely on the effects of personal self-complexity upon psychological well-being and the other investigating the effects of social or collective self-complexity on social attitudes. These two separate traditions have both produced very mixed and complex results. Whilst some research suggests benefits of a more complex personal self, other argues that high self-complexity can, instead, lower well-being and performance. On the side of the collective self, the literature also reveals disparate results. Some evidence purports to the psychological and cognitive benefits of having a more complex social or collective identity, whereas other evidence indicates benefits under low collective self-complexity, at least where one’s self-aspects are well integrated. The present experimental study aspires to link these two traditionally independent bodies of research in the form of the personal and collective approaches to the self to explicitly examine how self-complexity affects cognitive flexibility. Purpose: The purpose of the present study is to examine experimentally, the effects of repeated exposure to episodic stressors on cognitive flexibility as a function of self-type and self-complexity over time. This study stands out from other work on self-complexity by explicitly comparing and contrasting over time the magnitude of effects of two self-type primes—personal and collective, as they interact with self-complexity primes—low vs. high—and acute stressors—low vs. high—to affect an objective/behavioural measure of episodic cognitive flexibility over five consecutive measurement sessions. Methodology: A five-wave experimental study in which participants (first year university students) were randomly allocated to one of the cells of a 2 self-type (personal/collective) by 2 self-complexity (low/high), by 2 stress (low/high) between-subjects design. Cognitive flexibility was our key dependent variable. A baseline assessment of chronic/trait-like measures of all key variables (personal and collective self-complexity and cognitive flexibility) was obtained at Time 1. This was followed by three experimental testing sessions, implementing the experimental primes prior to measuring episodic cognitive flexibility, and concluded with a final measurement of chronic/trait-like variables at Time 5. Results: We found experimentally induced changes in objective episodic cognitive flexibility via primes of personal and collective self-complexity after repeated exposure to stressors, at Time 4. Episodic cognitive flexibility was significantly higher under high personal self-complexity and low collective self-complexity primes; lower under low personal self-complexity/high collective self-complexity primes. Second, we obtained mediational evidence that reduced negative mood was implicated in the beneficial effects of priming high personal self-complexity on objective episodic cognitive flexibility. Third, we detected experimentally induced changes in self-reported chronic cognitive flexibility via primes of personal and collective self-complexity which mapped onto the episodic effect. Conclusions: This study uniquely contributes to and extends existing knowledge by demonstrating, for the first time, a causal link between experimental primes of high personal and low collective self-complexity and both higher episodic cognitive flexibility, and increased chronic cognitive flexibility over time. This study extends the debate on the value of the personal self, by illustrating that a more complex and differentiated view of oneself, separate from others, has benefits that go beyond the general domain of wellbeing to cognitive flexibility. Findings further contribute to the multiple identity literature suggesting the potential benefits of a more integrated collective self. Implications: The findings presented in this experimental study offer new and stimulating contributions to a growing literature on the psychological consequences of self-complexity. We have extended existing knowledge by providing robust experimental evidence, for the first time, that self-type plays a central role in the relationship between self-complexity and cognitive flexibility. The findings can be harnessed by both researchers and clinicians alike, to advance self-complexity theory and implement psychological interventions to boost individuals’ cognitive resources and more broadly, to enhance psychological well-being.
"Affective Responses to Laboratory Stressors in Rheumatoid Arthritis Patients: A Comparison of Mindfulness-based Emotion Regulation and Cognitive Behavioral Interventions." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.15145.
Повний текст джерелаDissertation/Thesis
M.A. Psychology 2012
Van, den Berg Reinette. "Stresbelewing en -hantering by onderwysers." Diss., 2003. http://hdl.handle.net/10500/1059.
Повний текст джерелаThis study ascertains the extent of the experience of stress and the nature of stress management by educators. The literature showed that stress is defined from various theoretical perspectives; various approaches to stress management exist; and educators manage stress in various ways. This study defines stress from a cognitive-transactional perspective. A qualitative research method was used, descriptive data were generated by focus groups and inductively analysed. The results show that educators experienced stress ( much as seen in the literature) due to organisational, management and personal factors. According to this research, educators experience stress on the physical, emotional, social and intellectual levels. Educators' efforts to deal with stress reflect direct techniques such as seeking personal support and using confrontational techniques, as well as indirect techniques which encompass intellectual and physical techniques. Finally the development of a stress management program for educators is recommended.
Educational Studies
M. Ed. (Guidance and Counselling)
Lin, Szu-Miao, and 林思妙. "Teacher Stress Processes: Relationships Among a Major Stressor, Cognitive Appraisal, Coping Implementation and Coping Results in Secondary School Teachers." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/60078677805580019231.
Повний текст джерела國立臺灣師範大學
教育心理學系
81
The purposes of this study were to investigate: (1) the relationships between teachers'''''''' cognitive appraisals of a major work-stressor and the implemented coping strategies; (2) the relationships between the implemented coping strategies and coping results; (3) the relationships among cognitive appraisals, coping strategies and coping results. The sample of the present study included 400 school teachers, randomly drawn from seventeen secondary schools in Kaohsiung city .Six instruments were utilized, namely, (1) the list of Work-stressors; (2) Primary Appraisal Scale; (3)Secondary Appraisal Scale; (4) Coping Strategies Scale; (5) Work Anxiety Scale; (6) Health Scale. The data were analyzed by test of independence, t-test, one-way ANOVAs, canoical correlation analysis, Pearson product-moment crrelation, and simultaneous regression. The major, findings and conclusions were as follow: (1) partially significant difference were found among the demographic variables such as sex, years of theaching experience and duty; (2) there was canonical correlation relationship between the primary appraisal, and coping strategies; (3) signilicant relationship was found to exist between the secondary appraisal and coping strategies; (4) there was canonical correlation relationship between the impiemented coping strategies and coping results; (5)six predictors explained 52.16% of the total variance of the work anxiety; six predictors could explain 30.96% of the total variance of the health.
Gomes, Sandro José. "Liderança em contextos instáveis: stresse e stressores dos gerentes prisionais e agentes penitenciários das unidades prisionais do Estado da Bahia." Doctoral thesis, 2016. http://hdl.handle.net/11144/2561.
Повний текст джерела