Work-related stress and cognitive enhancement among university teachers

Anxiety, Stress and Coping

Volumn 29, Issue 1, 2016, Pages 100-117

  Wiegel, Constantin ^a,b   Sattler, Sebastian ^b,c   Göritz, Anja S ^d   Diewald, Martin ^b  

^a International Institute for Empirical Social Economics   (Germany)

^b BIELEFELD UNIVERSITY   (Germany)

^c UNIVERSITY OF COLOGNE   (Germany)

^d UNIVERSITY OF FREIBURG   (Germany)

Author keywords

cognitive enhancement; drug instrumentalization; moral perceptions; non medical use of prescription drugs; social support; work related stress

Indexed keywords

NOOTROPIC AGENT;

ADULT; DRUG THERAPY; EMPLOYMENT; FEMALE; GERMANY; HUMAN; MALE; MENTAL STRESS; MIDDLE AGED; MOTIVATION; PSYCHOLOGY; SOCIAL SUPPORT; STATISTICS AND NUMERICAL DATA; UNIVERSITY; WORKPLACE;

ADULT; EMPLOYMENT; FACULTY; FEMALE; GERMANY; HUMANS; MALE; MIDDLE AGED; MOTIVATION; NOOTROPIC AGENTS; SOCIAL SUPPORT; STRESS, PSYCHOLOGICAL; UNIVERSITIES; WORKPLACE;

EID: 84927539367     PISSN: 10615806     EISSN: 14772205     Source Type: Journal    
DOI: 10.1080/10615806.2015.1025764     Document Type: Article

References (78)

1. R.Abouserie, (1996). Stress, coping strategies and job satisfaction in university academic staff. Educational Psychology, 16(1), 49–56. doi:10.1080/0144341960160104
2. I.Ajzen, (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi:10.1016/0749-5978(91)90020-T
3. R.Bachman,, R.Paternoster,, & S.Ward, (1992). The rationality of sexual offending: Testing a deterrence/rational choice conception of sexual assault. Law and Society Review, 26, 343–372. doi:10.2307/3053901.
4. N.Barkhuizen,, S.Rothmann,, & F.J.R.van de Vijver, (2014). Burnout and work engagement of academics in higher education institutions: Effects of dispositional optimism. Stress and Health, 30, 322–332. doi:10.1002/smi.2520
5. L.Beck,, & I.Ajzen, (1991). Predicting dishonest actions using the theory of planned behavior. Journal of Research in Personality, 25, 285–301. doi:10.1016/0092-6566(91)90021-H
6. S.Bell,, B.Partridge,, J.Lucke,, & W.Hall, (2013). Australian university students' attitudes towards the acceptability and regulation of pharmaceuticals to improve academic performance. Neuroethics, 6(1), 197–205. doi:10.1007/s12152-012-9153-9
7. S.E.Bergen,, C.O.Gardner,, S.H.Aggen,, & K.S.Kendler, (2008). Socioeconomic status and social support following illicit drug use: Causal pathways or common liability? Twin Research and Human Genetics, 11, 266–274. doi:10.1375/twin.11.3.266
8. D.M.Bishop, (1984). Legal and extralegal barriers to delinquency. Criminology, 22, 403–419. doi:10.1111/j.1745-9125.1984.tb00307.x
9. A.G.Blix,, R.J.Cruise,, B.M.Mitchell,, & G.G.Blix, (1994). Occupational stress among university teachers. Educational Research, 36(2), 157–169. doi:10.1080/0013188940360205
10. N.Bostrom,, & A.Sandberg, (2009). Cognitive enhancement: Methods, ethics, regulatory challenges. Science and Engineering Ethics, 15, 311–341. doi:10.1007/s11948-009-9142-5
11. R.D.Brown,, S.Bond,, J.Gerndt,, L.Krager,, B.Krantz,, M.Lukin,, & D.Prentice, (1986). Stress on campus: An interactional perspective. Research in Higher Education, 24(1), 97–112. doi:10.1007/BF00973744
12. S.Castaldi,, U.Gelatti,, G.Orizio,, U.Hartung,, A.M.Moreno-Londono,, M.Nobile,, & P.J.Schulz, (2012). Use of cognitive enhancement medication among northern Italian university students. Journal of Addiction Medicine, 6(2), 112–117. doi:10.1097/ADM.0b013e3182479584
13. J.K.Cochran,, M.B.Chamlin,, P.B.Wood,, & C.S.Sellers, (1999). Shame, embarrassment, and formal sanction threats: Extending the deterrence/rational choice model to academic dishonesty. Sociological Inquiry, 69(1), 91–105. doi:10.1111/j.1475-682X.1999.tb00491.x
14. S.Cohen,, & S.L.Syme, (1985). Social support & health. New York, NY: Academic Press.
15. R.D.Crutchfield,, & W.R.Gove, (1984). Determinants of drug use: A test of the coping hypothesis. Social Science and Medicine, 18, 503–509. doi:10.1016/0277-9536(84)90008-X
16. R.Crutzen,, & A.S.Göritz, (2010). Social desirability and self-reported health risk behaviors in web-based research: Three longitudinal studies. BMC Public Health, 10, 720. doi:10.1186/1471-2458-10-720
17. K.Daniels,, & A.Guppy, (1992). Control, information-seeking preferences, occupational stressors and psychological well-being. Work & Stress, 6, 347–353. doi:10.1080/02678379208259965
18. T.Dohmen,, A.Falk,, D.Huffman,, U.Sunde,, J.Schupp,, & G.G.Wagner, (2011). Individual risk attitudes: Measurement, determinants, and behavioural consequences. Journal of the European Economic Association, 9, 522–550. doi:10.1111/j.1542-4774.2011.01015.x
19. M.Dresler,, A.Sandberg,, K.Ohla,, C.Bublitz,, C.Trenado,, A.Mroczko-Wasowicz,, D.Repantis, (2013). Non-pharmacological cognitive enhancement. Neuropharmacology, 64, 529–543. doi:10.1016/j.neuropharm.2012.07.002
20. V.Dubljevic, (2013). Prohibition or coffee shops: Regulation of amphetamine and methylphenidate for enhancement use by healthy adults. The American Journal of Bioethics, 13(7), 23–33. doi:10.1080/15265161.2013.794875
21. P.Eickenhorst,, B.F.Klapp,, & D.A.Groneberg, (2012). Cognitive-enhancing substance use at German universities: Frequency, reasons and gender differences. Wiener Medizinische Wochenschrift [Vienna Medical Weekly], 162, 262–271.
22. D.Enzmann,, & D.Kleiber, (1989). Helfer-Leiden. Stress und burnout in psychosozialen Berufen. Heidelberg: Asanger Verlag.
23. M.J.Farah,, J.Illes,, R.Cook-Deegan,, H.Gardner,, E.Kandel,, P.King,, P.R.Wolpe, (2004). Neurocognitive enhancement: What can we do and what should we do? Nature Reviews Neuroscience, 5, 421–425. doi:10.1038/nrn1390
24. C.Forlini,, & E.Racine, (2009). Autonomy and coercion in academic “cognitive enhancement” using methylphenidate: Perspectives of key stakeholders. Neuroethics, 2(3), 163–177. doi:10.1007/s12152-009-9043-y
25. A.G.Franke,, C.Bonertz,, M.Christmann,, S.Engeser,, & K.Lieb, (2012). Attitudes toward cognitive enhancement in users and nonusers of stimulants for cognitive enhancement: A pilot study. AJOB Primary Research, 3(1), 48–57. doi:10.1080/21507716.2011.608411
26. A.G.Franke,, C.Bonertz,, M.Christmann,, M.Huss,, A.Fellgiebel,, E.Hildt,, & K.Lieb, (2011). Non-medical use of prescription stimulants and illicit use of stimulants for cognitive enhancement in pupils and students in Germany. Pharmacopsychiatry, 44(2), 60–66. doi:10.1055/s-0030-1268417
27. M.Gerrard,, F.X.Gibbons,, G.H.Brody,, V.M.Murry,, M.J.Cleveland,, & T.A.Wills, (2006). A theory-based dual-focus alcohol intervention for preadolescents: The strong African American families program. Psychology of Addictive Behaviors, 20(2), 185–195. doi:10.1037/0893-164X.20.2.185
28. F.X.Gibbons,, M.Gerrard,, H.Blanton,, & D.W.Russell, (1998). Reasoned action and social reaction: Willingness and intention as independent predictors of health risk. Journal of Personality and Social Psychology, 74, 1164–1180. doi:10.1037/0022-3514.74.5.1164
29. F.X.Gibbons,, M.Gerrard,, J.A.Ouellette,, & R.Burzette, (1998). Cognitive antecedents to adolescent health risk: Discriminating between behavioral intention and behavioral willingness. Psychology & Health, 13, 319–339. doi:10.1080/08870449808406754
30. F.X.Gibbons,, A.E.Houlihan,, & M.Gerrard, (2009). Reason and reaction: The utility of a dual-focus, dual-processing perspective on promotion and prevention of adolescent health risk behaviour. British Journal of Health Psychology, 14, 231–248. doi:10.1348/135910708X376640
31. W.Glannon, (2008). Psychopharmacological enhancement. Neuroethics 1(1), 45–54. doi:10.1007/s12152-008-9005-9
32. H.G.Grasmick,, & R.J.Bursik, (1990). Conscience, significant others, and rational choice: Extending the deterrence model. Law and Society Review, 24, 837–861. doi:10.2307/3053861
33. H.Greely,, B.Sahakian,, J.Harris,, R.C.Kessler,, M.Gazzaniga,, P.Campbell,, & M.J.Farah, (2008). Towards responsible use of cognitive enhancing drugs by the healthy. Nature, 456, 702–705. doi:10.1038/456702a
34. M.Hechter,, & K.D.Opp, (2005). Social norms. New York, NY: Russell Sage Foundation.
35. J.M.Hogan,, J.G.Carlson,, & J.Dua, (2002). Stressors and stress reactions among university personnel. International Journal of Stress Management, 9, 289–310. doi:10.1023/A:1019982316327
36. J.S.House, (1981). Work stress and social support. Reading, MA: Addison-Wesley Publishing Company.
37. J.S.House,, & R.L.Kahn, (1985). Measures and concepts of social support. In S.Cohen & S.L.Syme (Eds.), Social support & health (pp. 83–108). New York: Academic Press.
38. M.Husain,, & M.A.Mehta, (2011). Cognitive enhancement by drugs in health and disease. Trends in Cognitive Sciences, 15(1), 28–36. doi:10.1016/j.tics.2010.11.002
39. A.K.Jakob,, & U.Teichler, (2011). Der Wandel des Hochschullehrerberufs im internationalen Vergleich: Ergebnisse einer Befragung in den Jahren 2007/2008 [International comparison of changes in the profession of university teachers: Results of a survey in the years 2007/2008]. Bonn, Berlin: Federal Ministry of Education and Research.
40. M.Kataoka,, K.Ozawa,, M.Tomotake,, T.Tanioka,, & B.King, (2014). Occupational stress and its related factors among university teachers in Japan. Health, 6, 299–305. doi:10.4236/health.2014.65043
41. E.J.Khantzian, (1997). The self-medication hypothesis of substance use disorders: A reconsideration and recent applications. Harvard Review of Psychiatry, 4, 231–244. doi:10.3109/10673229709030550
42. F.Kreuter,, S.Presser,, & R.Tourangeau, (2008). Social desirability bias in CATI, IVR, and web surveys: The effects of mode and question sensitivity. Public Opinion Quarterly, 72, 847–865. doi:10.1093/poq/nfn063
43. S.Lindenberg,, J.F.Joly,, & D.A.Stapel, (2011, retracted). The norm-activating power of celebrity. Social Psychology Quarterly, 74(1), 98–120. doi:10.1177/0190272511398208
44. J.S.Long,, & J.Freese, (2001). Regression models for categorical and limited dependent variables using Stata. Thousand Oaks, CA: Sage Publications.
45. B.Maher, (2008). Poll results: Look who´s doping. Nature, 452, 674–675. doi:10.1038/452674a
46. G.Mark,, & A.P.Smith, (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress & Coping, 25(1), 63–78. doi:10.1080/10615806.2010.548088
47. J.K.Martin,, T.C.Blum,, & P.M.Roman, (1992). Drinking to cope and self‐medication: Characteristics of jobs in relation to workers' drinking behavior. Journal of Organizational Behavior, 13(1), 55–71. doi:10.1002/job.4030130106
48. S.E.McCabe,, J.R.Knight,, C.J.Teter,, & H.Wechsler, (2005). Non-medical use of prescription stimulants among US college students: Prevalence and correlates from a national survey. Addiction, 100(1), 96–106. doi:10.1111/j.1360-0443.2005.00944.x
49. E.Middendorff,, J.Poskowsky,, & W.Isserstedt, (2012). Formen der Stresskompensation und Leistungssteigerung bei Studierenden [Types of stress compensation and performance enhancement among students]. Hannover: HIS.
50. C.P.Müller,, & G.Schumann, (2011). Drugs as instruments: A new framework for non-addictive psychoactive drug use. Behavioral and Brain Sciences, 34, 293–310. doi:10.1017/S0140525X11000057
51. D.S.Nagin,, & G.Pogarsky, (2001). Integrating celerity, impulsivity, and extralegal sanction threats into a model of general deterrence: Theory and evidence. Criminology, 39, 865–892. doi:10.1111/j.1745-9125.2001.tb00943.x
52. C.Normann,, & M.Berger, (2008). Neuroenhancement: Status quo and perspectives. European Archives of Psychiatry and Clinical Neuroscience, 258(5), 110–114. doi:10.1007/s00406-008-5022-2
53. A.D.Ong,, & D.J.Weiss, (2000). The impact of anonymity on responses to sensitive questions. Journal of Applied Social Psychology, 30, 1691–1708. doi:10.1111/j.1559-1816.2000.tb02462.x
54. J.A.Ouellette,, & W.Wood, (1998). Habit and intention in everyday life: The multiple processes by which past behavior predicts future behavior. Psychological Bulletin, 124(1), 54–74. doi:10.1037/0033-2909.124.1.54
55. D.L.Rabiner,, D.A.Anasopoulos,, E.J.Costello,, R.H.Hoyle,, S.E.McCabe,, & H.S.Swartzwelder, (2009). Motives and perceived consequences of nonmedical ADHD medication use by college students. Journal of Attention Disorders, 13, 259–270. doi:10.1177/1087054708320399
56. D.L.Rabiner,, A.D.Anastopoulos,, E.J.Costello,, R.H.Hoyle,, & H.S.Swartwelder, (2010). Predictors of nonmedical ADHD medication use by college students. Journal of Attention Disorders, 13, 640–648. doi:10.1177/1087054709334505
57. J.Riis,, J.P.Simmons,, & G.P.Goodwin, (2008). Preferences for enhancement pharmaceuticals: The reluctance to enhance fundamental traits. Journal of Consumer Research, 35, 495–508. doi:10.1086/588746
58. P.Royston, (2005). Multiple imputation of missing values. The Stata Journal, 5, 527–536.
59. B.Sahakian,, & S.Morein-Zamir, (2007). Professor's little helper. Nature, 450, 1157–1159. doi:10.1038/4501157a
60. S.Sattler,, G.Mehlkop,, P.Graeff,, & C.Sauer, (2014). Evaluating the drivers of and obstacles to the willingness to use cognitive enhancement drugs: The influence of drug characteristics, social environment, and personal characteristics. Substance Abuse Treatment, Prevention, and Policy, 9(1), 8. doi:10.1186/1747-597X-9-8
61. S.Sattler,, C.Sauer,, G.Mehlkop,, & P.Graeff, (2013). The rationale for consuming cognitive enhancement drugs in university students and teachers. PLoS ONE, 8(7), e68821. doi:10.1371/journal.pone.0068821.s003
62. S.Sattler,, & C.Wiegel, (2013). Cognitive test anxiety and cognitive enhancement: The influence of students' worries on their use of performance-enhancing drugs. Substance Use & Misuse, 48, 220–232. doi:10.3109/10826084.2012.751426
63. U.Schulz,, & R.Schwarzer, (2003). Soziale Unterstützung bei der Krankheitsbewältigung: Die Berliner Social Support Skalen (BSSS) [Social support in coping with illness: The Berlin Social Support Scales (BSSS)]. Diagnostica, 49(2), 73–82. doi:10.1026//0012-1924.49.2.73
64. A.Steptoe,, J.Wardle,, T.M.Pollard,, L.Canaan,, & G.J.Davies, (1996). Stress, social support and health-related behavior: A study of smoking, alcohol consumption and physical exercise. Journal of Psychosomatic Research, 41(2), 171–180. doi:10.1016/0022-3999(96)00095-5
65. S.Sussman,, M.A.Pentz,, D.Spruijt-Metz,, & T.Miller, (2006). Misuse of “study drugs:” Prevalence, consequences, and implications for policy. Substance Abuse Treatment, Prevention, and Policy, 1(1), 15. doi:10.1186/1747-597X-1-15
66. C.J.Teter,, S.E.McCabe,, K.LaGrange,, J.A.Cranford,, & C.J.Boyd, (2006). Illicit use of specific prescription stimulants among college students: Prevalence, motives, and routes of administration. Pharmacotherapy, 26, 1501–1510. doi:10.1592/phco.26.10.1501
67. P.A.Thoits, (1982). Conceptual, methodological, and theoretical problems in studying social support as a buffer against life stress. Journal of Health and Social Behavior, 23(2), 145–159. doi:10.2307/2136511
68. E.J.Thorsen, (1996). Stress in academe: What bothers professors? Higher Education, 31, 471–489. doi:10.1007/BF00137127
69. C.Turner,, & R.McClure, (2003). Age and gender differences in risk-taking behaviour as an explanation for high incidence of motor vehicle crashes as a driver in young males. Injury Control and Safety Promotion, 10(3), 123–130. doi:10.1076/icsp.10.3.123.14560
70. C.Viswesvaran,, J.I.Sanchez,, & J.Fisher, (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behavior, 54, 314–334. doi:10.1006/jvbe.1998.1661
71. A.Weber,, & A.Jaekel-Reinhard, (2000). Burnout syndrome: A disease of modern societies? Occupational Medicine, 50, 512–517. doi:10.1093/occmed/50.7.512
72. R.West, (2005). Theory of addiction. Oxford: Blackwell.
73. L.L.Weyandt,, G.Janusis,, K.G.Wilson,, G.Verdi,, G.Paquin,, J.Lopes,, C.Dussault, (2009). Nonmedical prescription stimulant use among a sample of college students: Relationship with psychological variables. Journal of Attention Disorders, 13, 284–296. doi:10.1177/1087054709342212
74. S.Winder-Rhodes,, S.Chamberlain,, M.Idris,, T.Robbins,, B.Sahakian,, & U.Muller, (2010). Effects of modafinil and prazosin on cognitive and physiological functions in healthy volunteers. Journal of Psychopharmacology, 24, 1649–1657. doi:10.1177/0269881109105899
75. A.H.Winefield,, & R.Jarrett, (2001). Occupational stress in university staff. International Journal of Stress Management, 8, 285–298. doi:10.1023/a:1017513615819
76. C.Winship,, & L.Radbill, (1994). Sampling weights and regression analysis. Sociological Methods & Research, 23, 230–257. doi:10.1177/0049124194023002004
77. W.Wolff,, & R.Brand, (2013). Subjective stressors in school and their relation to neuroenhancement: A behavioral perspective on students' everyday life “doping.” Substance Abuse Treatment, Prevention, and Policy, 8(1), 23. doi:10.1186/1747-597X-8-23
78. Z.Zhang,, & W.E.Snizek, (2003). Occupation, job characteristics, and the use of alcohol and other drugs. Social Behavior & Personality: An International Journal, 31, 395–412. doi:10.2224/sbp.2003.31.4.395