Twins’ Macular Pigment Optical Density Assessment and Relation with SCARB1 Gene Polymorphism

The aim of the study: to assess the influence of genetic and environmental factors using twin studies and evaluate the associations of SCARB1 gene variants (rs11057841) with AMD and MPOD. Material and methods: a total of 108 healthy twins (56 MZ and 52 DZ twins) were tested in this study. The MPOD was measured using the one-wavelength reflectometry method. Fundus reflectance (Visucam 500, reflectance of a single 460 nm wavelength) was used to measure the MPOD levels, MPOD parameters including max and mean optical density (OD), and area and volume. Real-time polymerase chain reaction was used to detect single nucleotide polymorphisms. Results: we detected a positive correlation of MPOD in the right and left eyes in MZ twin pairs (r = 0.830 and r = 0.860, respectively) (p p p = 0.037) and in the left eye with a CT genotype (0.109 d.u.) compared with a CC genotype in the subjects (0.114 d.u.) (p = 0.038). In the right eye, in group II (0.101–0.128 d.u.), those with a CT genotype (n = 6) with one risk allele had a statistically significantly lower (0.110 d.u.) mean average MPOD value compared with those with a wild-type CC genotype (n = 25) (0.117 d.u.) (p = 0.037). Conclusion: this twin study showed a strong heritability of the retina pigment, which was 86% prevalent in Lithuania. Individuals with a CT genotype of the SCARB1 rs11057841 with a risk allele had statistically significantly lower mean MPOD values in both eyes compared to subjects with a wild-type CC genotype

Direct and Indirect Effects of Social Support and School Social Capital on the Academic Success of 11–19-Year-Old Students Using Distance Learning

In the context of current changes in the education process due to the pandemic, the main aims of this study were to highlight social capital factors within the school community that are associated with better students’ outcomes in the context of distance learning. This study was a cross-sectional population-based study. The research sample consisted of 1483 students, whose ages varied from 11 to 19 years old (56.9% were girls). Academic success in this study was measured in terms of average grade and students’ perception of their learning process or outcomes by six single items. A Five-item WHO-5 questionnaire was used to measure students’ psychological well-being. Social capital was measured in terms of relationship, trust, reciprocity, and communication within different social contexts in the school community in total by 16 items. School social capital and social support scales were developed from these items. Students’ gender and age were also taken into consideration. The research results show that although social capital from parents and peers also matters, the relationship with teachers emerges as the main and the most important resource in supporting positive attitudes and outcomes in to learning (std.β varied from 0.116 to 0.439). The results also show that higher psychological wellbeing is associated with higher perceived school social capital (std.β 0.260) and social support (std.β 0.326) and mediates the effects of the latter two for better academic success outcomes. The findings also highlight the importance of close and trusting social ties, especially between students and their teachers as well as parents for better learning outcomes in times of crises and in the context of distance learning. The study results prove that social support and social capital at school are essential factors for sustainable psychological development. The results presumably support the idea that the school is sustainable if it is developing as an ecosystem not solely aimed at academic outcomes. The results of the current study may aid policymakers and practitioners in developing interventions, policies and practices that focus resources where they will have the greatest benefit