scholarly journals Genetic and Environmental Influences on Disability Pension Due To Mental Diagnoses: Limited Importance of Major Depression, Generalized Anxiety, and Chronic Fatigue

2015 ◽  
Vol 19 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Jurgita Narusyte ◽  
Annina Ropponen ◽  
Kristina Alexanderson ◽  
Pia Svedberg
Keyword(s):  
Major Depression ◽  
Disability Pension ◽  
Structural Equation ◽  
Environmental Influences ◽  
Chronic Fatigue ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Generalized Anxiety ◽  
Environmental Variance ◽  
Genetic Contributions

Background:Previous research indicates that liability to disability pension (DP) due to mental diagnoses is moderately influenced by genetic factors. This study investigates whether genetic contributions to the liability to DP due to mood and neurotic diagnoses overlap with the genetic influences on major depression (MD), generalized anxiety disorder (GAD), or chronic fatigue (CF).Method:A prospective cohort study including 9,985 female twins born in Sweden 1933–1958. The presence of MD, GAD, and CF was assessed by computer-assisted telephone interviews conducted in 1998–2002. Data on DP due to mood and neurotic diagnoses were obtained from nationwide registers for the years 1998–2010. Common genetic and environmental influences on the phenotypes were estimated by applying structural equation modeling.Results:The prevalence of MD/GAD was 30%, CF 8%, and DP due to mood and neurotic diagnoses 3% in 2010. Genetic effects on MD/GAD explained 31% of the total genetic variation in DP, whereas genetic contributions in common with CF were small and not significant. The majority of the total non-shared environmental variance in DP (85%) was explained by the factors that were unique to DP.Conclusions:Large proportions of genetic and non-shared environmental influences in DP due to mood and neurotic diagnoses were not explained by the contributions from MD/GAD or CF. The results suggest that the process leading to DP is complex and influenced by factors other than those related to the disorder underlying DP.

scholarly journals Twin Analyses of Fatigue

2007 ◽  
Vol 10 (5) ◽  
pp. 729-733 ◽  
Author(s):  
Ellen Schur ◽  
Niloofar Afari ◽  
Jack Goldberg ◽  
Dedra Buchwald ◽  
Patrick F. Sullivan
Keyword(s):  
Environmental Effects ◽  
Structural Equation ◽  
Environmental Influences ◽  
Twin Studies ◽  
Chronic Fatigue ◽  
Genetic Effects ◽  
Fatigue Syndrome ◽  
Prolonged Fatigue ◽  
The University ◽  
Twin Modeling

AbstractProlonged fatigue equal to or greater than 1 month duration and chronic fatigue equal to or greater than 6 months duration are both commonly seen in clinical practice, yet little is known about the etiology or epidemiology of either symptom. Chronic fatigue syndrome (CFS), while rarer, presents similar challenges in determining cause and epidemiology. Twin studies can be useful in elucidating genetic and environmental influences on fatigue and CFS. The goal of this article was to use biometrical structural equation twin modeling to examine genetic and environmental influences on fatigue, and to investigate whether these influences varied by gender. A total of 1042 monozygotic (MZ) twin pairs and 828 dizygotic (DZ) twin pairs who had completed the University of Washington Twin Registry survey were assessed for three fatigue-related variables: prolonged fatigue, chronic fatigue, and CFS. Structural equation twin modeling was used to determine the relative contributions of additive genetic effects, shared environmental effects, and individual-specific environmental effects to the 3 fatigue conditions. In women, tetrachoric correlations were similar for MZ and DZ pairs for prolonged and chronic fatigue, but not for CFS. In men, however, the correlations for prolonged and chronic fatigue were higher in MZ pairs than in DZ pairs. About half the variance for both prolonged and chronic fatigue in males was due to genetic effects, and half due to individual-specific environmental effects. For females, most variance was due to individual environmental effects.

Lifestyle and Shiftwork: Designing and Testing a Model for Health Promotion of Iranian Nurses

2019 ◽  
Vol 26 (3) ◽  
pp. 262-268 ◽  
Author(s):  
Hamidreza Mokarami ◽  
Tayebe Rahimi Pordanjani ◽  
Ali Mohammadzadeh Ebrahimi ◽  
Fariba Kiani ◽  
Mohammad Faridan
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Sleep Disturbance ◽  
Indirect Effect ◽  
Structural Equation ◽  
Sleep Disturbances ◽  
Well Being ◽  
Chronic Fatigue ◽  
Equation Modeling ◽  
Physical And Mental Health

BACKGROUND: Lifestyle is one factor that forms the nurses’ health, particularly those who work in shiftwork schedules. AIMS: The aim of this study was to design and test a model for health promotion of Iranian nurses. In this model, nurses’ lifestyle was considered as the precedent, physical and mental health as the outcomes, and sleep disturbance and chronic fatigue as the mediators. METHODS: A cross-sectional study using structural equation modeling was conducted among 240 shiftworker nurses in Iran. The data collection was performed using the Persian versions of the Survey of Shiftworkers Questionnaire and Life Style Questionnaire. Bootstrap in Preacher and Hayes’ Macro program was used for testing mediation. RESULTS: Lifestyle had a weak significant direct effect on physical (β = 0.13, p < .04) and mental health (β = 0.12, p < .02), and it had a significant indirect effect on physical health via chronic fatigue (β = −0.11, p < .001) and sleep disturbance (β = −0.05, p < .01). This variable only had a significant indirect effect on mental health via chronic fatigue (β = −0.19, p < .001). The final model proposed a new significant path between sleep disturbances and chronic fatigue (β = 0.22, p < .001). CONCLUSIONS: Therefore, the hospital officials can enhance the nurses’ physical and mental well-being by providing interventions and training courses on aspects of healthy lifestyles, such as physical activity, avoidance of smoking, and maintenance of body weight.

Genetic and environmental influences on last-year major depression in adulthood: a highly heritable stable liability but strong environmental effects on 1-year prevalence

2017 ◽  
Vol 47 (10) ◽  
pp. 1816-1824 ◽  
Author(s):  
K. S. Kendler ◽  
C. O. Gardner
Keyword(s):  
Risk Factors ◽  
Major Depression ◽  
Environmental Effects ◽  
Environmental Risk ◽  
Structural Equation ◽  
Environmental Influences ◽  
Diagnostic Error ◽  
Environmental Risk Factors ◽  
Multiple Time ◽  
The Impact

BackgroundThis study seeks to clarify the contribution of temporally stable and occasion-specific genetic and environmental influences on risk for major depression (MD).MethodOur sample was 2153 members of female–female twin pairs from the Virginia Twin Registry. We examined four personal interview waves conducted over an 8-year period with MD in the last year defined by DSM-IV criteria. We fitted a structural equation model to the data using classic Mx. The model included genetic and environmental risk factors for a latent, stable vulnerability to MD and for episodes in each of the four waves.ResultsThe best-fit model was simple and included genetic and unique environmental influences on the latent liability to MD and unique wave-specific environmental effects. The path from latent liability to MD in the last year was constant over time, moderate in magnitude (+0.65) and weaker than the impact of occasion-specific environmental effects (+0.76). Heritability of the latent stable liability to MD was much higher (78%) than that estimated for last-year MD (32%). Of the total unique environmental influences on MD, 13% reflected enduring consequences of earlier environmental insults, 17% diagnostic error and 70% wave-specific short-lived environmental stressors.ConclusionsBoth genetic influences on MD and MD heritability are stable over middle adulthood. However, the largest influence on last-year MD is short-lived environmental effects. As predicted by genetic theory, the heritability of MD is increased substantially by measurement at multiple time points largely through the reduction of the effects of measurement error and short-term environmental risk factors.

scholarly journals Teaching Business English to Future Economists Using a Multimedia Textbook

2019 ◽  
Vol 8 (4) ◽  
pp. 115 ◽  
Author(s):  
Oksana P. Bykonia ◽  
Iryna V. Borysenko ◽  
Iryna M. Zvarych ◽  
Tetiana V. Harbuza ◽  
Myroslava V. Chepurna
Keyword(s):  
Time Management ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Quantitative Methods ◽  
Soft Skills ◽  
Learning Model ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Business English ◽  
The Impact

The purpose of the study is to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “English through Soft Skills” provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the “flipped classroom” learning model brought to both students and instructors. A multimedia textbook “English through Soft Skills” was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver Business English course to the students majoring in Economics

scholarly journals Effect of Computer Assisted Audit Tools on Corporate Sustainability

2022 ◽  
Vol 14 (2) ◽  
pp. 705
Author(s):  
António Samagaio ◽  
Tiago Andrade Diogo
Keyword(s):  
Organizational Performance ◽  
Structural Equation ◽  
Audit Quality ◽  
Corporate Sustainability ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Internal Auditors ◽  
External Auditors ◽  
Tools And Techniques ◽  
Positive Effect

The literature is fertile in studies that examine the determinants of internal and external auditors’ adoption of computer-assisted audit tools and techniques (CAATs), often ignoring their practical effects on audit quality and organizational performance. This study provides novel evidence on the type of CAATs used by internal auditors, tests the effect of their adoption on corporate sustainability, and explores the moderating effect of organizational characteristics. In this paper, we used data from Portuguese internal auditors collected through a survey, whose research hypotheses were analyzed by the partial least squares–structural equation modeling technique. We found that internal auditors use CAATs moderately in the exercise of their tasks. The results of our study show that there is a strong and positive effect of the use of CAATs by internal auditors on fraud detection in the purchase-to-pay business process, and that the intensity of this relationship is not influenced by the type and size of the entity. This study complements previous research and provides support to practitioners’ decisions that can boost the use of CAATs in internal auditing to make organizations more sustainable.

scholarly journals Longitudinal Effects on Early Adolescent Language: A Twin Study

2016 ◽  
Vol 59 (5) ◽  
pp. 1059-1073
Author(s):  
Nicole Harlaar ◽  
Laura Segebart DeThorne ◽  
Jamie Mahurin Smith ◽  
Mariana Aparicio Betancourt ◽  
Stephen A. Petrill
Keyword(s):  
Individual Differences ◽  
Environmental Effects ◽  
Structural Equation ◽  
Formal Language ◽  
Language Skills ◽  
Environmental Influences ◽  
Equation Modeling ◽  
Time Points ◽  
Longitudinal Effects ◽  
The Stability

Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation.

scholarly journals Different heritabilities but shared etiological influences for parent, teacher and self-ratings of ADHD symptoms: an adolescent twin study

2013 ◽  
Vol 43 (9) ◽  
pp. 1973-1984 ◽  
Author(s):  
A. Merwood ◽  
C. U. Greven ◽  
T. S. Price ◽  
F. Rijsdijk ◽  
J. Kuntsi ◽  
...  
Keyword(s):  
Structural Equation ◽  
Environmental Influences ◽  
Population Based ◽  
Teacher Ratings ◽  
Genetic Influences ◽  
Equation Modeling ◽  
Phenotypic Variance ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Post Hoc

BackgroundParent and teacher ratings of attention deficit hyperactivity disorder (ADHD) symptoms yield high estimates of heritability whereas self-ratings typically yield lower estimates. To understand why, the present study examined the etiological overlap between parent, teacher and self-ratings of ADHD symptoms in a population-based sample of 11–12-year-old twins.MethodParticipants were from the Twins Early Development Study (TEDS). ADHD symptoms were assessed using the Strengths and Difficulties Questionnaire (SDQ) hyperactivity scale completed by parents, teachers and children. Structural equation modeling was used to examine genetic and environmental contributions to phenotypic variance/covariance.ResultsThe broad-sense heritability of ADHD symptoms was 82% for parent ratings, 60% for teacher ratings and 48% for self-ratings. Post-hoc analyses revealed significantly higher heritability for same-teacher than different-teacher ratings of ADHD (76% v. 49%). A common pathway model best explained the relationship between different informant ratings, with common genetic influences accounting for 84% of the covariance between parent, teacher and self-rated ADHD symptoms. The remaining variance was explained by rater-specific genetic and non-shared environmental influences.ConclusionsDespite different heritabilities, there were shared genetic influences for parent, teacher and self-ratings of ADHD symptoms, indicating that different informants rated some of the same aspects of behavior. The low heritability estimated for self-ratings and different-teacher ratings may reflect increased measurement error when different informants rate each twin from a pair, and/or greater non-shared environmental influences. Future studies into the genetic influences on ADHD should incorporate informant data in addition to self-ratings to capture a pervasive, heritable component of ADHD symptomatology.

scholarly journals Parent and Peer Predictors of Violent Behavior of Black and White Teens

2013 ◽  
Vol 28 (1) ◽  
pp. 145-160 ◽  
Author(s):  
Kevin P. Haggerty ◽  
Martie L. Skinner ◽  
Anne McGlynn-Wright ◽  
Richard F. Catalano ◽  
Robert D. Crutchfield
Keyword(s):  
Structural Equation ◽  
Family Income ◽  
Violent Behavior ◽  
Race Differences ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Deviant Peers ◽  
Black And White ◽  
10Th Grade ◽  
Using Data

This study examines the role that parenting and deviant peers play on frequency of self-reported violent behavior in the 10th grade while testing race differences in mean levels and impact of these risk and protective factors. The level and impact of family and peer factors on violent behavior across race are modeled prospectively from 8th to 10th grade in a sample of 331 (Black [n = 163], White [n = 168]) families from Seattle, Washington, using data from self-administered computer-assisted questionnaires. Mean-level differences indicated greater levels of violent behavior and risk for Black teens in some cases and higher protection in others. Multiple-group structural equation modeling indicated no race differences in predictors of teen violence. Income was also predictive of violent behavior, but analyses including both income and race indicated their relationships to violence overlapped so neither was uniquely predictive. Subsequent logistic regressions revealed that both race and income differences in violent behavior were mediated by association with friends who get in serious trouble at school. We conclude that higher rates of self-reported violent behavior by Blacks compared to Whites are attributable to lower family income and higher rates of associating with deviant peers at school.

scholarly journals Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

2019 ◽  
Vol 8 (3) ◽  
pp. 7040-7047
Keyword(s):  
Structural Equation ◽  
Basic Education ◽  
Influential Factor ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Learning Technology ◽  
Computer Assisted Learning ◽  
Teacher Behaviour ◽  
Factors Affecting ◽  
Four Dimensions

Students in remote areas need to obtain adequate educational services including the use of computer technology to enhance effective and quality of learning process. This study aimed to analyse students’ perception towards computer-assisted learning services at some high schools with restricted learning technology in an isolated area. Particularly, it emphasized to find the influence of teacher behaviour, credibility, communication, and accessibility to the use of computer assisted learning. A five-Liker scale of service indicators containing 15 items within four dimensions, namely teacher behaviour, credibility, communication, and accessibility was administered to 117 respondents. A structural equation modelling was applied to analyse the data. The results illustrated that teacher behaviour (1.00), credibility (1.00), and communication (1.00) were perceived to be the most influential factor affecting compared to the teacher service of accessibility (0.74) on computer-assisted learning. This research proved that basic education service was a competent teacher with adaptable behaviour, credible, and upright communication. Accordingly, for the learners who were not yet fully literate in technology, the role of teachers became highly prominent in constituting respectable, credible, and communicative behaviour on the use of computer-assisted learning. Further research is recommended to address other potential areas to ensure other influential control of those four facets.

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