WELL-BEING AND COGNITIVE FAILURES: A SURVEY OF UNIVERSITY STAFF

Andrew P. Smith*

ABSTRACT

Background: Cognitive functioning is often considered to be an important part of well-being. Research has shown that attention, memory, and action can be assessed by questionnaire. Little is known about the relationship between subjective reports of cognitive failures and emotional well-being (happiness, life satisfaction, positive affect, stress, anxiety, depression, and negative affect). This was investigated in the present study. Methods: An online survey was carried out with a sample of one hundred and twenty university staff (mean age: 36.8 years; age range 21-69 years; 76.7% female). They completed the Well-being Process Questionnaire (WPQ) and answered questions about cognitive failures at work and outside work. Results: Those with higher negative well-being and lower positive well-being reported more problems with memory, attention, and action both at work and outside work. Positive well-being was predicted by social support, psychological capital, and positive coping. Negative well-being was associated with greater job demands and more frequent use of negative coping. The established predictors of well-being did not predict cognitive failures. Associations between negative well-being outcomes and cognitive failures remained significant when established well-being predictors were covaried. Conclusion: High levels of negative well-being are associated with an increased frequency of cognitive failures. Predictors of well-being did not predict cognitive failures when well-being outcomes were included in the analyses.

Keywords: Well-being; Well-being Process Questionnaire (WPQ); Cognitive Failures; University staff.