La percepción de la socialización paterna y materna sobre la resiliencia de adolescentes

Parent-child relations are a key aspect in adolescent development, since feelings of parental acceptance or rejection have been found to be associated with teenagers’ psychological adjustment. Resilience, usually conceptualised as the ability to manage or adapt to challenges and adversity, is a fundamental factor in adjustment during adolescence, a period characterised by numerous simultaneous changes and challenges in different aspects of life. The aim of the present study is therefore to analyse the predictive capacity of different dimensions of parental socialisation (affection-communication and criticism-rejection) on adolescent resilience. Meth-od:Participants were 899 adolescents (50.4% female), aged 12 to 19 years (M= 14.68; SD= 1.73). Linear regressions were performed to analyse the predictive capacity of the different dimensions of parental socialisation on adolescent resilience. Results:Paternal dimensions, especially paternal criticism-rejection, were revealed as relevant factors for predicting resilience scores. Discussion:The results point to the important impact of the criticism-rejection felt by adolescents, especially if perceived from the father. Different possible interpretations of these dimensions are discussed, in accordance with whether they are perceived from the mother or the fatherLa relación con los progenitores es un aspecto clave en el desarrollo adolescente, pues el sentimiento de aceptación o rechazo por parte de estos se ha visto relacionado con el ajuste psicológico de la descendencia. A su vez, la resiliencia, habitualmente conceptualizada como capacidad para gestionar o adaptarse a los retos y la adversidad, resultaría fundamental para el ajuste en dicho periodo, caracterizado por numerosos cambios y re-tos simultáneos en distintos aspectos vitales. Por ello, el objetivo de este trabajo es analizar la capacidad predictiva de las dimensiones de socialización parental afecto-comunicación y crítica-rechazo sobre la resiliencia adolescente. Método: Participan 899 adolescentes (50.4% mujeres) de entre 12 y 19 años (M= 14.68; DT= 1.73). Mediante regresiones lineales se analiza la capacidad predictiva de las dimensiones de socialización parental sobre la resiliencia filial. Resultados: Se comprueba que las dimensiones paternas, especialmente la crítica-rechazo, resultan más significativas a la hora de predecir las puntuaciones en resiliencia. Discusión: Los resultados apuntan a la relevancia de la crítica-rechazo sentida por los y las adolescentes, especialmente en el caso de proceder del padre. Se discute la posible interpretación diferencial de los y las adolescentes de las dimensiones en función del sexo de los progenitores

Perceived social support and school engagement in secondary students

Secondary education is a stage in which many changes occur, including evolution in students’ relationships with teachers, family, and peers. Despite adolescents’ need for independence from adults, these processes continue to affect students’ adjustment. Therefore, perceived social support can be an important contextual variable in school engagement to prevent high levels of educational failure and school dropout. Consequently, the main aims of this study are: to examine the relationship between perceived social support (from teachers, family, and peers) and the dimensions of school engagement (behavioral engagement, cognitive engagement, and emotional engagement); to analyse differences in perceived social support and school engagement by sex and age; and to test the predictive capacity of perceived social support on school engagement. A total of 1468 Basque secondary school students (51% female; 49% male), aged between 12 and 17, participated in the study (M=14.03; SD=1.36). The Social and Family Support Scale (AFA), the Teacher and Classmate Support Scale (TCMS), and the School Engagement Measure (SEM) were administered. Student’s t-test, correlations and regression analyses were performed. The results indicate positive relationships between perceived social support and school engagement. Secondly, significant differences in perceived social support and school engagement by sex and age are also observed. Thirdly, perceived social support has explanatory power for school engagement, particularly emotional engagement. Finally, the results are discussed and directions for future research are proposed.La educación secundaria es una etapa en la que acontecen muchos cambios, entre ellos la evolución de las relaciones del alumnado con el profesorado, la familia y las amistades. A pesar de la necesidad adolescente de independencia respecto a las figuras adultas, estas continúan influyendo sobre el ajuste escolar del alumnado. Por ello, el apoyo social puede ser una variable contextual relevante en la implicación escolar del alumnado, para poder afrontar las amenazas de fracaso y abandono escolar. Así, los objetivos de este estudio son: examinar la relación entre el apoyo social percibido —apoyo del profesorado, apoyo familiar y apoyo de amistades— y las dimensiones de la implicación escolar conductual, cognitiva y emocional; analizar las diferencias en el apoyo social percibido y en la implicación escolar en función del sexo y la edad del alumnado; y comprobar la capacidad predictiva del apoyo social percibido sobre la implicación escolar. En la investigación participan 1468 estudiantes de educación secundaria del País Vasco con edades entre 12 y 17 años (M = 14.03; DT = 1.36), 51 % chicas y 49 % chicos. Se emplean la escala de Apoyo Familiar y de Amistades (AFA), la subescala de Apoyo de Profesorado del instrumento (TCMS, del inglés Teacher and Classmate Support Scale) y el Cuestionario de Implicación Escolar (SEM, del inglés School Engagement Measure). Se procede con análisis estadísticos de comparación de medias t de Student, correlaciones y regresiones. Los resultados indican relaciones positivas entre el apoyo social percibido y la implicación escolar del alumnado. Además, existen diferencias significativas tanto en el apoyo social percibido como en la implicación escolar atendiendo al sexo y la edad. Por último, el apoyo social percibido tiene capacidad explicativa sobre la implicación escolar, destacando el efecto del apoyo del profesorado sobre la implicación escolar del alumnado y, en especial, sobre la implicación emocional. Finalmente, se discuten los resultados y se proponen futuras líneas de investigación

Use of rasburicase to improve kidney function in children with hyperuricemia and acute kidney injury

Background Hyperuricemia contributes to decrease in kidney function and induces additional renal damage in children with acute kidney injury (AKI). Rasburicase oxidizes uric acid (UA), decreasing its serum quantities in less than 24 h. Methods This is a retrospective study involving hospitalized patients under 18 years of age with underlying pathology diagnosed with AKI and severe hyperuricemia treated with rasburicase over a 4-year period. Results We describe 15 patients from 4 days of life to 18 years (median: 4.4 years). Seventy-three percent had known underlying pathologies. All presented worsening of basal renal function or AKI data. All received the usual medical treatment for AKI without response. Twenty percent received an extrarenal depuration technique. All had hyperuricemia with a mean (± SD) of 13.1 (± 2.19) mg/dl. After rasburicase administration UA levels fell to a mean (± SD) of 0.76 (± 0.62) mg/dl (p < 0.001) in less than 24 h. In parallel, a decrease in the mean plasma creatinine was observed (2.92 mg/dl to 1.93 mg/dl (p = 0.057)) together with a significant improvement of the mean glomerular filtration rate (16.3 ml/min/1.73 m2 to 78.6 ml/min/1.73 m2) (p = 0.001)). No side effects were recorded. Kidney function normalized in all cases or returned to baseline levels. Conclusions Although the use of rasburicase is not routinely approved in pediatric patients with severe hyperuricemia and AKI, it has been used successfully without complications, and helped prevent progressive kidney damage. This study could serve as a basis for suggesting the off-label use of rasburicase for the management of complex pediatric patients in whom UA plays an important role in the development of AKI.This study was supported by a grant from the Department of Education (IT1281-19) of the Basque Government. The funder had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript

Longitudinal association of dietary acid load with kidney function decline in an older adult population with metabolic syndrome

Background: Diets high in acid load may contribute to kidney function impairment. This study aimed to investigate the association between dietary acid load and 1-year changes in glomerular filtration rate (eGFR) and urine albumin/creatinine ratio (UACR). Methods: Older adults with overweight/obesity and metabolic syndrome (mean age 65 ± 5 years, 48% women) from the PREDIMED-Plus study who had available data on eGFR (n = 5,874) or UACR (n = 3,639) at baseline and after 1 year of follow-up were included in this prospective analysis. Dietary acid load was estimated as potential renal acid load (PRAL) and net endogenous acid production (NEAP) at baseline from a food frequency questionnaire. Linear and logistic regression models were fitted to evaluate the associations between baseline tertiles of dietary acid load and kidney function outcomes. One year-changes in eGFR and UACR were set as the primary outcomes. We secondarily assessed ≥ 10% eGFR decline or ≥10% UACR increase. Results: After multiple adjustments, individuals in the highest tertile of PRAL or NEAP showed higher one-year changes in eGFR (PRAL, β: –0.64 ml/min/1.73 m2; 95% CI: –1.21 to –0.08 and NEAP, β: –0.56 ml/min/1.73 m2; 95% CI: –1.13 to 0.01) compared to those in the lowest category. No associations with changes in UACR were found. Participants with higher levels of PRAL and NEAP had significantly higher odds of developing ≥10% eGFR decline (PRAL, OR: 1.28; 95% CI: 1.07–1.54 and NEAP, OR: 1.24; 95% CI: 1.03–1.50) and ≥10 % UACR increase (PRAL, OR: 1.23; 95% CI: 1.04–1.46) compared to individuals with lower dietary acid load. Conclusions: Higher PRAL and NEAP were associated with worse kidney function after 1 year of follow-up as measured by eGFR and UACR markers in an older Spanish population with overweight/obesity and metabolic syndrome

Longitudinal association of dietary acid load with kidney function decline in an older adult population with metabolic syndrome

Background: Diets high in acid load may contribute to kidney function impairment. This study aimed to investigate the association between dietary acid load and 1-year changes in glomerular filtration rate (eGFR) and urine albumin/creatinine ratio (UACR). Methods: Older adults with overweight/obesity and metabolic syndrome (mean age 65 ± 5 years, 48% women) from the PREDIMED-Plus study who had available data on eGFR (n = 5,874) or UACR (n = 3,639) at baseline and after 1 year of follow-up were included in this prospective analysis. Dietary acid load was estimated as potential renal acid load (PRAL) and net endogenous acid production (NEAP) at baseline from a food frequency questionnaire. Linear and logistic regression models were fitted to evaluate the associations between baseline tertiles of dietary acid load and kidney function outcomes. One year-changes in eGFR and UACR were set as the primary outcomes. We secondarily assessed ≥ 10% eGFR decline or ≥10% UACR increase. Results: After multiple adjustments, individuals in the highest tertile of PRAL or NEAP showed higher one-year changes in eGFR (PRAL, β: -0.64 ml/min/1.73 m2; 95% CI: -1.21 to -0.08 and NEAP, β: -0.56 ml/min/1.73 m2; 95% CI: -1.13 to 0.01) compared to those in the lowest category. No associations with changes in UACR were found. Participants with higher levels of PRAL and NEAP had significantly higher odds of developing ≥10% eGFR decline (PRAL, OR: 1.28; 95% CI: 1.07-1.54 and NEAP, OR: 1.24; 95% CI: 1.03-1.50) and ≥10 % UACR increase (PRAL, OR: 1.23; 95% CI: 1.04-1.46) compared to individuals with lower dietary acid load. Conclusions: Higher PRAL and NEAP were associated with worse kidney function after 1 year of follow-up as measured by eGFR and UACR markers in an older Spanish population with overweight/obesity and metabolic syndrome. Keywords: albuminuria; chronic kidney disease (CKD); dietary acid load; glomerular filtration rate (GFR); kidney function; net endogenous acid production (NEAP); potential renal acid load (PRAL); renal nutrition

One-year longitudinal association between changes in dietary choline or betaine intake and cardiometabolic variables in the PREvención con DIeta MEDiterránea-Plus (PREDIMED-Plus) trial

Choline and betaine intakes have been related to cardiovascular health. We aimed to explore the relation between 1-y changes in dietary intake of choline or betaine and 1-y changes in cardiometabolic and renal function traits within the frame of the PREDIMED (PREvención con DIeta MEDiterránea)-Plus trial. We used baseline and 1-y follow-up data from 5613 participants (48.2% female and 51.8% male; mean ± SD age: 65.01 ± 4.91 y) to assess cardiometabolic traits, and 3367 participants to assess renal function, of the Spanish PREDIMED-Plus trial. Participants met ≥3 criteria of metabolic syndrome and had overweight or obesity [BMI (in kg/m 2) ≥27 and ≤40]. These criteria were similar to those of the PREDIMED parent study. Dietary intakes of choline and betaine were estimated from the FFQ. The greatest 1-y increase in dietary choline or betaine intake (quartile 4) was associated with improved serum glucose concentrations (−3.39 and −2.72 mg/dL for choline and betaine, respectively) and HbA1c levels (−0.10% for quartile 4 of either choline or betaine intake increase). Other significant changes associated with the greatest increase in choline or betaine intake were reduced body weight (−2.93 and −2.78 kg, respectively), BMI (−1.05 and −0.99, respectively), waist circumference (−3.37 and −3.26 cm, respectively), total cholesterol (−4.74 and −4.52 mg/dL, respectively), and LDL cholesterol (−4.30 and −4.16 mg/dL, respectively). Urine creatinine was reduced in quartile 4 of 1-y increase in choline or betaine intake (−5.42 and −5.74 mg/dL, respectively). Increases in dietary choline or betaine intakes were longitudinally related to improvements in cardiometabolic parameters. Markers of renal function were also slightly improved, and they require further investigation. This trial was registered at as ISRCTN89898870

Influence of the application of an ecological direct instruction model on the level of reading comprehension

Results from assessing our pupils' reading comprehension level are poor, although reading is very important in the school environment. Given the importance of teaching comprehension and metacomprehension strategies in the classroom to improve reading efficiency, a direct instruction program based on Baumann's (1985, 1990) instruction model was drawn. The aim was to offset the limitations of this type of programs by including comprehension and metacomprehension strategies and by a durable and ecological use of the program (used by teaching staff after having been trained). Personal and contextual variables that have an influence on reading comprehension were considered. The participants were 457 third- and fourth-graders (8 to 10 years of age), in experimental and control groups, who were helped to master reading comprehension strategies in an autonomous and self-regulated way. Results show an improvement on the reading comprehension level in both of the Spanish and Euskera groups who applied the program for as long as an academic year. The improvement in control groups was not significant. Improvement in the teachers' competences as well as a possible improvement in the pupils' attitude and motivation (except in the didactic unit devoted to metacognitive strategies) was also observed

Estudio comparativo entre educación superior y media: efecto del apoyo social percibido, el autoconcepto y la inteligencia emocional en el rendimiento académico

Nowadays, the study of academic achievement is a subject of greatinterest in the field of education for its decisive role in the adjustment ofstudents. Perceived social support, self-concept and emotional intelligenceare potentially related and influential variables for academic performance.This study had two main aims: firstly, to explore the relationships betweenacademic achievement and perceived social support, self-concept andemotional repair in higher education and secondary education; secondly,to analyze the predictive capacity of the cited contextual and individualvariables on academic achievement. Convenience and random samplingwas applied and the sample comprised 831 participants of higher education (50.1%; M = 20.45; SD = 3.30) and secondary education (49.9%; M = 15.57; DT = .72) from the autonomous community of the Basque Country, of whom 305 (36.7%) were men and 526 (63.3%) were women. The following instruments were administered: TCMS (teacher support subscale), AFA-R (family support and peer support subscales), TMMS24 (emotional repair subscale), AUDIM (general self-concept subscale) and EBAE-10 (academic achievement subscale). Correlational and multiple linear regression analyses are undertaken. The results confirm significantly positive relationships between perceived social support, self-concept and emotional reparation with academic achievement, as well as the predictive capacity of teacher support, self-concept and emotional repair on academic achievement.It is concluded that teacher support is the main predictor of academicperformance among undergraduate students, followed by self-concept,while in secondary education self-concept is the variable with the greatestexplanatory weight, followed by teacher support and emotional reparation.Therefore, good educational practices are proposed for teachers in botheducational stages for the improvement of students’ perceived socialsupport, self-concept, emotional repair and academic performance.El rendimiento académico constituye en la actualidad una temática de gran interés en el ámbito de la educación por su relevante papel en el ajuste del alumnado. El apoyo social percibido, el autoconcepto y la inteligencia emocional son variables potencialmente relacionadas e influyentes sobre el rendimiento académico. Así, los objetivos de esta investigación son los siguientes: en primer lugar, analizar las relaciones entre el apoyo social percibido, el autoconcepto y la reparación emocional con el rendimiento académico del alumnado de educación superior y de educación media; en segundo lugar, examinar la capacidad predictiva de las variables citadas sobre el rendimiento académico. Participan en la investigación un total de 831 estudiantes de educación superior (50.1%) y de educación media (49.9%). Se administran los instrumentos de evaluación TCMS, AFA-R, AUDIM, TMMS-24 y EBAE-10. Se procede con análisis correlacionales y de regresión lineal múltiple. Los resultados confirman relaciones significativamente positivas entre el apoyo social percibido, el autoconcepto y la reparación emocional con el rendimiento académico, así como la capacidad predictiva del apoyo del profesorado, el autoconcepto y la reparación emocional sobre el rendimiento académico. Se concluye que el apoyo del profesorado es el principal predictor del rendimiento académico del alumnado universitario, seguido del autoconcepto, mientras que en la educación secundaria es el autoconcepto la variable con mayor peso explicativo, seguido del apoyo del profesorado y la reparación emocional. Por tanto, se proponen buenas prácticas educativas por parte del profesorado en ambas etapas educativas para la mejora del apoyo social percibido, el autoconcepto, la reparación emocional y el rendimiento académico del alumnado

Psicothema

Resumen tomado de la publicaciónEl papel del apoyo social en el ajuste escolar en Educación Secundaria. Antecedentes: durante la Educación Secundaria, etapa con riesgo de fracaso y abandono escolar, el apoyo social representa una variable contextual relevante para prevenir el desajuste escolar. El objetivo de este trabajo es examinar un modelo teórico sobre la capacidad explicativa del apoyo social sobre el ajuste escolar –implicación escolar y rendimiento académico percibido–. Método: participan 1.468 estudiantes (51% chicas; 49% chicos) con edades entre 12 y 17 años (M=14.03; DT=1.36) del País Vasco. Es un estudio con diseño ex post facto transversal. Las medidas empleadas son: TCMS –subescala apoyo profesorado–, AFA-R –subescalas apoyo familiar y apoyo amistades–, SEM –escala implicación escolar– y EBAE-10 –subescala rendimiento académico percibido–. Se comprueban varios modelos estructurales. Resultados: el modelo de primera elección es el de predicción del apoyo social sobre la implicación escolar con el rendimiento académico percibido como variable mediadora: predicen conjuntamente un 73% de la implicación y prevalece el efecto del apoyo del profesorado, seguido del apoyo familiar, frente a la ausencia de efecto directo de amistades sobre las variables de ajuste escolar. Conclusiones: el profesorado y la familia deben ofrecer apoyo social al alumnado para reforzar la percepción de autoeficacia académica y la implicación escolar.ES

Contextual and psychological variables in a descriptive model of subjective well-being and school engagement

Background/Objective: The objective of this ex post facto study is to analyze both the direct relationships between perceived social support, self-concept, resilience, subjective well-being and school engagement. Method: To achieve this, a battery of instruments was applied to 1,250 Compulsory Secondary Education students from the Basque Country (49% boys and 51% girls), aged between 12 and 15 years (M = 13.72, SD = 1.09), randomly selected. We used a structural equation model to analyze the effects of perceived social support, self-concept and resilience on subjective well-being and school engagement. Results: The results provide evidence for the influence of the support of family, peer support and teacher support on self-concept. In addition, self-concept is shown as a mediating variable associated with resilience, subjective well-being and school engagement. Conclusions: We discuss the results in the context of positive psychology and their practical implications in the school context.Antecedentes/Objetivo : El objetivo de este estudio ex post facto es analizar las relaciones entre apoyo social percibido, autoconcepto, resiliencia, bienestar subjetivo e implicación escolar. Método : Se aplicó una batería de instrumentos a 1.250 estudiantes de Educación Secundaria Obligatoria del País Vasco (49% chicos y 51% chicas), de entre 12 y 15 a ̃ nos ( M = 13,72, DT =1,09), seleccionados aleatoriamente. Se sometió a prueba un modelo de ecuaciones estruc- turales para analizar los efectos del apoyo social percibido, el autoconcepto y la resiliencia sobre el bienestar subjetivo y la implicación escolar. Resultados : Los resultados aportan evidencias a favor de la influencia que ejercen el apoyo de la familia, el apoyo de los iguales y el apoyo del profesorado sobre el autoconcepto, que a su vez se muestra como variable mediadora asociada a la resiliencia, el bienestar subjetivo y la implicación escolar. Conclusiones: Se discuten los resultados obtenidos en el marco de la psicología positiva y sus implicaciones prácticas en el contexto escolar.The authors of this study are part of the Consolidated Research Group IT701-13 of the Basque University System. The study was carried out as part of the research project EHUA 15/15 at the University of the Basque Country (UPV-EHU)