RESUMO
AIM: Mental ability is considered as a resource that supports coping processes among teachers. It consists of fluid speed-orientated components and crystallised precision-orientated components. Both components are subject to differential aging processes and are affected by personal factors. In this context, the effects of age and the correlation between mental ability and personal factors are analysed for a set of younger and older female teachers. METHODS: The data collection was carried out during extended preventive medical examinations at schools in Saxony. The analysis included the data of 252 female teachers. Mental ability was measured with standardised and validated instruments. Data were collected for the verbal and cognitive abilities to respond, to reset, to concentrate, to remember and to orientate as well as for strategy development. These variables were assigned to the speed-orientated and the precision-orientated components on the basis of measurements of time and errors. Personal factors included sense of coherence, susceptibility to stress, incapacity to recover, mental health and health complaints. In order to analyse age effects, the female teachers were divided into 2 age groups (< 45 and 45 years). RESULTS: The fluid components of mental ability showed significant but small effects in favour of the younger age group. No significant difference was found for the crystallised components among the age groups. In both age groups mental ability had a more favourable value for the teachers compared to the general population. The personal factors showed no differences for younger and older teachers, with the exception of physical health complaints which were mentioned more often by older teachers. Only a few very small correlations were detectable between the components of mental ability and personal factors. CONCLUSIONS: Besides the favourable mental ability of the teachers, the hypothesised and expected age effects are confirmed: the fluid abilities decline with age while the crystallised abilities remain stable. This is a starting point for prevention and intervention. Training allows maintenance or an improvement of mental ability at any age. Multidirectional correlations exist between mental ability and personal factors. Since mental ability comprises far more components than those considered in this study, the research approach should be expanded in the future.