Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students

The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 1; 3 3; 5 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching- learning process at university and for students' emotional health are discussed

Interleukin-6 Is a Potential Biomarker for Severe Pandemic H1N1 Influenza A Infection

Pandemic H1N1 influenza A (H1N1pdm) is currently a dominant circulating influenza strain worldwide. Severe cases of H1N1pdm infection are characterized by prolonged activation of the immune response, yet the specific role of inflammatory mediators in disease is poorly understood. The inflammatory cytokine IL-6 has been implicated in both seasonal and severe pandemic H1N1 influenza A (H1N1pdm) infection. Here, we investigated the role of IL-6 in severe H1N1pdm infection. We found IL-6 to be an important feature of the host response in both humans and mice infected with H1N1pdm. Elevated levels of IL-6 were associated with severe disease in patients hospitalized with H1N1pdm infection. Notably, serum IL-6 levels associated strongly with the requirement of critical care admission and were predictive of fatal outcome. In C57BL/6J, BALB/cJ, and B6129SF2/J mice, infection with A/Mexico/4108/2009 (H1N1pdm) consistently triggered severe disease and increased IL-6 levels in both lung and serum. Furthermore, in our lethal C57BL/6J mouse model of H1N1pdm infection, global gene expression analysis indicated a pronounced IL-6 associated inflammatory response. Subsequently, we examined disease and outcome in IL-6 deficient mice infected with H1N1pdm. No significant differences in survival, weight loss, viral load, or pathology were observed between IL-6 deficient and wild-type mice following infection. Taken together, our findings suggest IL-6 may be a potential disease severity biomarker, but may not be a suitable therapeutic target in cases of severe H1N1pdm infection due to our mouse data

Morphological, chemical and genetic diversity of wild myrtle (Myrtus communis L.) populations in Sicily.

Myrtus communis L. is a shrub widespread in the Mediterranean area. The interest in this species is growing, mainly due to its pharmacological and aromatic properties. The overexploitation of wild populations induced increasing degradation of plant cover with serious risk of loss of genetic diversity. This research explored the morphological, chemical, and genetic diversity of wild myrtle populations in Sicily, with the aim to provide a first characterization of a core collection of 36 accessions from 7 localities for future domestication programs. Amplified fragment length polymorphism fingerprinting generated 152 polymorphic fragments. STRUCTURE analysis identified three genetic clusters (A, B, and C) corresponding to specific geographical origin. Analysis of molecular variance estimated a quite high overall fixation index (FST = 0.332). Misilmeri and Ispica were the more divergent populations (FST = 0.502), while M. Pellegrino and Scopello revealed the lowest FST (0.153). The relationships between genetic, morphological, and biometric data were investigated. Significant correlation between genetic clusters and bush shape/plant growth behavior was found (P < 0.005). Moreover, morphological traits such as leaf, fruit, and seed size were significantly correlated to Clusters B and C. Leaves’ secondary metabolite profiles were evaluated based on antioxidant activity and total tannin and phenol concentrations. High antioxidant activity differences were recorded using DPPH (21.4–35.5 mmol Trolox/100 g DW) and ABTS (24.2–39.5 mmol Trolox/100 g DW) methods. A low variability was observed among populations regarding phenol (2466–3800 mg catechin equivalents/100 g DW) and total tannin contents (93.9–262.3 mg catechin equivalents/100 g DW). Results indicated that multiple approaches based on genetic, morphological, and chemical traits might allow the characterization of natural myrtle diversity

<i>Dermatophilosis</i> in sheep: first report in Italy, experimental reproduction and evaluation of immune response

A severe exudative-crustous and proliferous dermatitis in a 2 year old sheep caused by Dermatophilus congolensis (observed for the first time in Italy), is reported. The disease was reproduced experimentally in sheep, goats, rabbits and guinea pigs, whose skin was treated in different ways before infection. E.L.I.S.A. and Immunoblotting tests carried out in experimentally infected sheep, showed the antigenic complexity of the pathogen and the existence of cross-immunity to the protein components. Intradermoreaction tests were carried out in all animals. The development of a positive reaction only in rabbits and guinea pigs, confirmed that these animals have a cellular immunity against Dermatophilus congolensis

Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed

Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts

The aim of this paper is to demonstrate how Bandura¿s Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman¿s Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied