RESUMEN
The fear of being without a mobile phone, known as nomophobia, is a new psychological issue that has arisen with the widespread use of information and communication technologies. To understand this phenomenon, more research is needed. The present study aimed to assess the factor structure of the Moroccan dialect version of the Nomophobia Questionnaire (NMP-Q) among a sample of Moroccan university students. The study included 400 students selected by convenience sampling from two universities (Fez and Rabat). First, an Exploratory Factor Analysis (EFA) was conducted using the principal component method with Varimax rotation. Then, a Confirmatory Factor Analysis (CFA), and Exploratory Structural Equation Modeling (ESEM) were carried out. The results showed that a 20-item, four-factor model was the best fit for the data collected from the sample, indicating cross-cultural validity and the robustness of the NMP-Q's structure. This suggests that the Moroccan version of the NMP-Q is useful for assessing nomophobia behavior among Moroccan university students.
RESUMEN
Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. OBJECTIVE: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. METHODS: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). RESULTS: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. CONCLUSION: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.
As funções executivas (FEs) desempenham um papel central no desenvolvimento de habilidades sociais e cognitivas e no aprendizado acadêmico. OBJETIVO: Por esse motivo, nosso estudo teve como objetivo determinar a relação entre FEs e desempenho acadêmico entre estudantes do ensino médio no Atlas Médio de Marrocos. MÉTODOS: Nosso estudo se concentrou em 137 alunos do ensino médio que estudavam em quatro colégios localizados no Atlas Médio de Marrocos. A amostra estudada foi dividida em dois grupos, o primeiro composto por alunos com dificuldades de aprendizagem e o segundo considerado como controle. Para avaliar os FEs, três testes foram administrados aos alunos de ambos os grupos (Testes de Trilhas, Teste de Stroop e Teste de Extensão de Dígitos). RESULTADOS: A idade média dos alunos em nossa amostra foi de 14,5±1,3 anos, com uma relação entre gêneros equilibrada. Em nosso estudo, os alunos com dificuldades de aprendizagem apresentaram desempenho inferior nos testes que mediram flexibilidade cognitiva, processo inibitório e memória de trabalho em comparação ao grupo controle. CONCLUSÃO: Do âânosso resultado, podemos concluir que alunos com dificuldades de aprendizagem apresentam um desempenho fraco nos três componentes básicos das FEs. Por esse motivo, seria desejável um diagnóstico neuropsicológico completo, para identificar alunos que possam ter distúrbios cognitivos ou comportamentais para uma correção adequada para melhorar seus FEs e, posteriormente, seu sucesso acadêmico.
RESUMEN
ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.
RESUMO. As funções executivas (FEs) desempenham um papel central no desenvolvimento de habilidades sociais e cognitivas e no aprendizado acadêmico. Objetivo: Por esse motivo, nosso estudo teve como objetivo determinar a relação entre FEs e desempenho acadêmico entre estudantes do ensino médio no Atlas Médio de Marrocos. Métodos: Nosso estudo se concentrou em 137 alunos do ensino médio que estudavam em quatro colégios localizados no Atlas Médio de Marrocos. A amostra estudada foi dividida em dois grupos, o primeiro composto por alunos com dificuldades de aprendizagem e o segundo considerado como controle. Para avaliar os FEs, três testes foram administrados aos alunos de ambos os grupos (Testes de Trilhas, Teste de Stroop e Teste de Extensão de Dígitos). Resultados: A idade média dos alunos em nossa amostra foi de 14,5±1,3 anos, com uma relação entre gêneros equilibrada. Em nosso estudo, os alunos com dificuldades de aprendizagem apresentaram desempenho inferior nos testes que mediram flexibilidade cognitiva, processo inibitório e memória de trabalho em comparação ao grupo controle. Conclusão: Do nosso resultado, podemos concluir que alunos com dificuldades de aprendizagem apresentam um desempenho fraco nos três componentes básicos das FEs. Por esse motivo, seria desejável um diagnóstico neuropsicológico completo, para identificar alunos que possam ter distúrbios cognitivos ou comportamentais para uma correção adequada para melhorar seus FEs e, posteriormente, seu sucesso acadêmico.
Asunto(s)
Humanos , Función Ejecutiva , Estudiantes , Educación Primaria y Secundaria , Discapacidades para el Aprendizaje , MarruecosRESUMEN
INTRODUCTION: Confinement, because of the COVID-19 pandemic, could have problems on the mental health of the population. Teachers responsible for giving distance courses during this period could be psychologically stressed. The aim is to assess the magnitude results of burnout and associated factors among primary school teachers in Kenitra in Morocco during this confinement period. METHODS: This is a cross-sectional study, which was conducted during the two months of April and May 2020. Burnout was evaluated by the Maslach Burnout Inventory MBI with 16 items, specific to the context of Moroccan teachers and the factors of stress were assessed using a questionnaire developed by the research team. We used the Chi-square test to determine the association between two qualitative variables anda logistic regression for an overall statistical analysis. RESULTS: The average age was 38.6 ± 9.9 years. The MBI revealed that 68 teachers (54%) were victims of burnout, of which 47 (38%) had a low level; 15 (12%) had a moderate level and six (5%) had a severe burnout. Logistic regression analysis has shown that the risk factors for burnout during this confinement period are: the use and development of skills in new information and communication technologies (p<0,05); work/family conflict (p<0,05); social support (p<0,05); and the workload related to distance education (p≤0,05). CONCLUSION: In light of these results, interventions aimed at promoting mental well-being teachers during and after confinement should be implemented immediately.
Asunto(s)
Agotamiento Profesional/epidemiología , COVID-19 , Cuarentena/psicología , Maestros/psicología , Estrés Psicológico/epidemiología , Adulto , Agotamiento Profesional/etiología , Estudios Transversales , Educación a Distancia/métodos , Femenino , Humanos , Masculino , Persona de Mediana Edad , Marruecos , Distanciamiento Físico , Factores de Riesgo , Índice de Severidad de la Enfermedad , Apoyo Social , Estrés Psicológico/etiología , Encuestas y Cuestionarios , Carga de Trabajo/psicologíaRESUMEN
OBJECTIVES: To determine the epidemiological profile and risk factors of voluntary poisoning by pesticides. METHODS: A retrospective analysis was conducted of all cases of voluntary poisoning by pesticides registered at the AntiPoison and Pharmacovigilance Center of Morocco between January 2008 and December 2014. RESULTS: During the study period, 2,690 cases of acute pesticide poisoning were registered. The region of Rabat-Salé-Zemmour-Zaer accounted for the largest proportion, with 598 cases. The average age of the patients was 24.63±10.29 years. The sex ratio (female-to-male) was 0.45. Adults and teenagers were most affected by this type of poisoning, with 1,667 cases (62.0%) and 806 cases (30.0%), respectively. Suicide attempts accounted for 98.4% of the cases (2,469 cases). Pesticide poisoning occurred more often in urban zones (64.8%). Insecticides were incriminated in 14.0% of cases, with a mortality rate of 4.2%. Among the 1,635 patients for whom the outcomes were known, 154 died, corresponding to a mortality rate of 5.7%. CONCLUSIONS: Voluntary intoxication by pesticides presents a real scourge that affects public health, and in this study, we developed an epidemiological profile of this phenomenon. Nevertheless, this study has limitations in that it did not evaluate the impact of the socioeconomic and psychological factors that are important contributors to this type of poisoning.