Early Maladaptive Schemas, Working Memory and Academic Performances of Moroccan Students

A Ahami,F.-Z Rouim,S Rusinek,F.-Z Azzaoui,S Boulbaroud,K Mammad

doi:10.4236/ojmp.2017.62004

A Ahami, F.-Z Rouim + Show 4 more

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https://doi.org/10.4236/ojmp.2017.62004

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Abstract

Our aim is to study the early maladaptive schemas and the memory span abilities and to evaluate the relationship between these schemas and the memory in one side and academic performance in the other side among Moroccan students. A cross-sectional study is conducted among 212 students, randomly selected from different institutions of the IBN TOFAIL University, located in the city of Kenitra (NW of Morocco). Three neurocognitive tests are used: the short version of the Early Maladaptive Schemas Questionnaire to evaluate the early maladaptive schemas (EMS), the sub-test of the Wechsler to evaluate the working memory among these subjects, and a general questionnaire about socio-economic data, nutritional and mental health status and also, academic performances of each student. The obtained results showed some significant negative correlations between forward memory span and activated schema, and significant negative correlations are registered between backward memory span and activated schema. More, thirty-three percent of students passed the exams of the autumn term against 67% who failed it. Moreover, significant negative correlations are registered between the schemas and the number of Units validated in the autumn term. In addition, fifty-three percent of students had a normal forward memory, 47% had an excellent forward memory and no one had pathological one. However, 63% had a pathological backward memory span, 28% had normal memory and 9% had an excellent backward memory. The EMS appeared in connection with the student’s working memory and the academic performance. Deeper investigations are needed to understand this relationship and also to study other possible factors that could affect this important neurocognitive function.

Highlights

In general terms, a schema can be defined as a structure, framework, theme, or pattern of cognitive content [1]
The obtained results showed some significant negative correlations between forward memory span and activated schema, and significant negative correlations are registered between backward memory span and activated schema
The aim of this study is to investigate the influence of early maladaptive schemas on the functioning of the working memory and its capacity, and to verify if the early maladaptive schemas that are activated in the individual may influence his academic performance

Summary

Introduction

A schema can be defined as a structure, framework, theme, or pattern of cognitive content [1]. Beck considered that maladaptive schemas reflected deeply rooted patterns of distorted thinking about the world, oneself and one’s relationship with others [2]. Schemas are considered to be highly generalized, resistant to change and exert a strong influence over cognition, and this influence is exerted through information processing at the unconscious level [3]. The existence of schemas obviates the need to mentally reinvent the wheel with each new experience, so incoming information can be compared and filtered [5]. According to young and co-workers, people are relatively better at remembering schema-consistent information, tend to make errors in a schema-consistent pattern, and interpret new information to support pre-existing schemas [8]

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