Mood-Related Psychiatric Burden and Its Relationship to Cognitive Distraction Among University Students

Abstract

          The current research aims to identify the mood-related psychiatric burden and cognitive distraction, identify the correlation between mood-related psychiatric burden and cognitive distraction, as well as the differences in the correlation between mood-related psychiatric burden and cognitive distraction according to gender (male–female) among university students. The research sample consisted of (302) male and female students from the College of Education for Human Sciences- University of Babylon were chosen randomly. To achieve the research aims, the researcher developed two instruments to measure the research variables: mood-related psychiatric burden, consisting of (15) items, and cognitive distraction, consisting of (20) items. The validity and reliability of both instruments were verified. The research results that there are mood-related psychiatric burden, there are cognitive distraction, and there are a positive relationship between mood-related psychiatric burden and cognitive distraction. In light of the results, the researcher put a number of recommendations and suggestions.

           The presence of cognitive distraction among the students in the research sample indicates limited resources and attentional capacity, which may be depleted after prolonged focus during lectures or studies. A correlation exists between mood-related psychological burden and cognitive distraction, meaning that emotional and mood states influence the efficiency of cognitive processes. Increased psychological burden consumes a portion of the student's cognitive resources, leading to decreased concentration and increased mental distraction. The absence of differences in the correlation between mood-related psychological burden and cognitive distraction based on gender (male-female) suggests that the relationship between these two variables is relatively stable and unaffected by gender. In other words, the mechanism by which one variable influences the other operates similarly for both male and female students.