Apoio social percibido e axuste nos estudantes universitarios de primeiro ano

A investigación a nivel internacional conceptúa o primeiro ano de universidade como un período especialmente crítico para a maioría de mozos que se atopan nunha nova etapa evolutiva, coñecida como adultez emerxente, na que deben desenvolver simultaneamente novos padróns de resposta comportamental, cognitiva e afectiva para manexar adecuadamente as novas esixencias do medio. O acceso á Educación Superior enfronta aos adultos emerxentes, en moitos casos, á separación de familia e amigos, á creación de novas redes de relacións sociais e as esixencias dunha maior autonomía. O efecto destes cambios, producidos pola descontinuidade entre a educación secundaria e universitaria, así como o aumento das demandas académicas, dificultan en boa medida a adaptación exitosa á universidade e condicionan a decisión de permanecer na mesma. Numerosos estudos, realizados fundamentalmente en países anglosaxóns, destacan o apoio social percibido como un dos factores protectores máis importantes cos que pode contar o adulto emerxente para facer fronte as experiencias perturbadoras ou adversas como a que implica a incorporación á universidade. O obxectivo do presente estudo é analizar o efecto dos sistemas de apoio social percibido sobre o axuste á Educación Superior nunha mostra de 300 universitarios españois de primeiro ano de carreira. Os estudantes completaron as versións españolas da Social Provisions Scale (SPS), o Social Support Questionnaire- Short Form (SSQ6), a Perceived Acceptance Scale (PAS) e o Student Adjustment College Questionnaire (SACQ). As análises de regresión revelan que o apoio social percibido facilita a transición exitosa á Educación Superior. En particular, os datos mostran que existe un efecto acumulativo de todas as dimensións de percepción de apoio sobre cada unha das facetas de axuste universitario, destacando como preditores significativos o reforzo da valía e a aceptación dos amigos. O sentido de apoio promove a adaptación á universidade a través do sentido de aceptación

Longitudinal Relationships Between Reading Abilities, Phonological Awareness, Language Abilities and Executive Functions: Comparison of Low Risk Preterm and Full-Term Children

Different investigations have found that very or extremely (high risk) preterm children show global or specific difficulties in phonological awareness (PA) and reading abilities. Do low risk preterm children, however, exhibit this pattern? Phonological awareness has been considered an important predictor of literacy. Certain executive functions (EFs), and language abilities in turn, have been found to predict PA. The aims of this study are (1) to compare reading abilities of low risk preterm children of different gestational age (GA) groups to those of full-term children, (2) to compare the performance of low risk preterm children of different GA groups to that of full-term children in different EFs, language measures and PA, and (3) to perform a path analysis in order to test a longitudinal model of the relationships between EFs, language abilities, PA and reading. The participants were 108 low risk 4- year-old preterm children, classified into 3 groups of different GAs, and 34 full-term children. The children’s EFs (rapid automatized naming task (RAN), working memory, and inhibition) were assessed at 4 and 5 years of age. Vocabulary comprehension, morphosyntactic production and grammar reception were assessed when the children were 5 years of age, as well as phonemic awareness and syllabic awareness. Finally, reading abilities were assessed when the children were 9 years old. No significant difference between gestational age groups was found on any of the measures taken on EFs, language abilities, phonological awareness, or reading abilities. The path analysis model demonstrates the direct effect of working memory, certain linguistic skills governed by rules (grammar, morphology) and phonological awareness on reading abilities at 9 years of age. The model also shows the mediating role that PA has on the relationship between EFs and language abilities with reading abilitiesThis research was funded by the Ministerio Economía Industria y Competitividad of the Spanish Government (Grants PSI2011- 23210 and PSI2015-66697-R to the MP-P). Founds for open access publication fees were received from the Consellería de Educación, Universidade e Formación Profesional -Xunta de Galicia ED431C 2018/02S

Aproximación al manejo de la psoriasis en el pie

Psoriasis is a skin disease, not contagious, inflammatory in nature, generally chronic and relapsing course. It affects 3% of the population, being idiopathic, although it seems to be related gives the immune system and environmental factors in people with a genetic susceptibility. The lesions are usually symmetrically distributed and are typically located at a general level in the ears, elbows, knees, umbilicus, gluteal cleft, the genitals and the scalp and especially in the feet and nails. This condition causes disturbance occupational psychological and physical deterioration, and potential social stigmatization. The lack of consensus regarding the multifactorial etiology has this condition and the prevalence of this disease at foot level, leads to improved knowledge in regard to their classification, diagnosis and treatment in the quest to update concepts related to this non communicable disease.La psoriasis es una enfermedad cutánea, no contagiosa, de carácter inflamatorio, generalmente de curso crónico y recidivante. Afecta al 3% de la población, siendo el origen idiopático, si bien parece estar relacionada con el sistema inmunitario y con factores ambientales en personas con una susceptibilidad genética. Las lesiones son usualmente distribuidas simétricamente y están característicamente localizadas a nivel general en las orejas, los codos, las rodillas, el ombligo, la hendidura glútea, los genitales y el cuero cabelludo y de manera especial en los pies y en las uñas. Esta afección ocasiona perturbación ocupacional, deterioro psicológico y físico, y una potencial estigmatización social. La carencia de consenso en relación a la etiología multifactorial que presenta esta afección y la prevalencia de esta enfermedad a nivel del pie, nos lleva a mejorar los conocimientos existentes en lo que se refiere a su clasificación, diagnóstico y tratamiento en la búsqueda de actualizar los conceptos relacionados con esta enfermedad no transmisible

Classic and modern models of self-regulated learning: integrative and componential analysis

Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation

An approach to the management of psoriasis in the foot

[Resumen] La psoriasis es una enfermedad cutánea, no contagiosa, de carácter inflamatorio, generalmente de curso crónico y recidivante. Afecta al 3% de la población, siendo el origen idiopático, si bien parece estar relacionada con el sistema inmunitario y con factores ambientales en personas con una susceptibilidad genética. Las lesiones son usualmente distribuidas simétricamente y están característicamente localizadas a nivel general en las orejas, los codos, las rodillas, el ombligo, la hendidura glútea, los genitales y el cuero cabelludo y de manera especial en los pies y en las uñas. Esta afección ocasiona perturbación ocupacional, deterioro psicológico y físico, y una potencial estigmatización social.La carencia de consenso en relación a la etiología multifactorial que presenta esta afección y la prevalencia de esta enfermedad a nivel del pie, nos lleva a mejorar los conocimientos existentes en lo que se refiere a su clasificación, diagnóstico y tratamiento en la búsqueda de actualizar los conceptos relacionados con esta enfermedad no transmisible.[Abstract] Psoriasis is a skin disease, not contagious, inflammatory in nature, generally chronic and relapsing course. It affects 3% of the population, being idiopathic, although it seems to be related gives the immune system and environmental factors in people with a genetic susceptibility. The lesions are usually symmetrically distributed and are typically located at a general level in the ears, elbows, knees, umbilicus, gluteal cleft, the genitals and the scalp and especially in the feet and nails. This condition causes disturbance occupational psychological and physical deterioration, and potential social stigmatization.The lack of consensus regarding the multifactorial etiology has this condition and the prevalence of this disease at foot level, leads to improved knowledge in regard to their classification, diagnosis and treatment in the quest to update concepts related to this non communicable disease

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children

[Abstract] The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive development at 22 and 60 months of age, taking into account biomedical, environmental and individual factors. The results of the repeated measures ANOVA performed at 22 and 60 months of age indicated that the cognitive trajectories of the four GA groups were similar. Linear regression analyses showed that the effect of the different predictors changed in relation to the time of measurement of cognitive development. Biological factors and the quality of home environment had a moderate effect on the cognitive development at 22 months of age. Cognitive results obtained at 22 months of age, and, to a lesser extent, working memory had the greatest effect on cognitive development at 60 months. GA does not predict cognitive development. Preterm children do not show cognitive delay if they are healthy.This research was funded by the Ministerio de Ciencia e Innovación of the Spanish Government, grants number PSI2008-03905, PSI2011-23210 and PSI2015-66697-R to the first autho

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children

The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive development at 22 and 60 months of age, taking into account biomedical, environmental and individual factors. The results of the repeated measures ANOVA performed at 22 and 60 months of age indicated that the cognitive trajectories of the four GA groups were similar. Linear regression analyses showed that the effect of the different predictors changed in relation to the time of measurement of cognitive development. Biological factors and the quality of home environment had a moderate effect on the cognitive development at 22 months of age. Cognitive results obtained at 22 months of age, and, to a lesser extent, working memory had the greatest effect on cognitive development at 60 months. GA does not predict cognitive development. Preterm children do not show cognitive delay if they are healthyThis research was funded by the Ministerio de Ciencia e Innovación of the Spanish Government, grants number PSI2008-03905, PSI2011-23210 and PSI2015-66697-R to the first authorS

Perceived social support and self-regulated learning: A systematic review and meta-analysis

Self-regulated learning (SRL) is conceived as an active, constructive process aimed at the attainment of personal learning goals. It is considered essential for academic achievement and life-long learning. Distal and proximal social influences, among which perceived social support (PSS) has been receiving increasing attention, are thought to play a key role in the development and display of SRL. In this paper, we aim to summarize the available data on the relationship between PSS and SRL by reviewing published studies that include samples comprising students at different stages of education, ranging from elementary school to university. We conducted a systematic literature review and meta-analysis, seeking to examine the association between PSS and SRL, by considering the possible moderating effects of different support provisions and sources. In addition, we tentatively propose explanations for the relationship based on broadly supported theoretical models of PSS and SRLThis publication is part of Project PID2021–126981OB-I00, funded by MCIN/ AEI/10.13039/501100011033/, by “ERDF A way of making Europe”, and by Xunta de Galicia (ED431C 2022/17)S

A systematic review and narrative synthesis of the relationship between social support and binge drinking among adolescents and emerging adults

Binge drinking (BD) is a high-risk pattern of alcohol consumption that is remarkably prevalent among teenagers and emerging adults. This pattern is thought to alter social networks, affecting access to social support (SS), which is considered essential for adjustment during transitional periods and may in turn play a proactive role against risk behaviors. In this review, we aim to synthesize the available data on the relationship between BD and SS in teenagers and emerging adults. Therefore, a search on three electronic databases was conducted (Web of Science, PsycInfo and PubMed). Articles were screened using eligibility criteria in line with the investigation question and the methodological quality of the studies were reported. Data were analyzed using a narrative synthesis approach. Cross-sectional and longitudinal data suggested that SS is associated with the onset, frequency, and intensity of BD; this relation varies with age, gender, and source of support (family or peers). From developmental and socio-cognitive points of view, the following conclusions were reached: (a) effects beyond the detrimental consequences of BD must be considered in order to interpret the data, and (b) social support should be taken into consideration in intervention strategiesThis research was funded by the Spanish Ministerio de Ciencia e Innovación–Proyectos de Generación de Conocimiento (Award Number: PID2021-126981OB-I00), co-funded by the European Regional Developmental Fund (FEDER) and by Axudas á Consolidación e Estruturación de Unidades de Investigación Competitivas (GRC, ED431C 2022/17)S

Do medical students feel trained enough to communicate bad news?

Introduction: Communication of bad news (CBN) is an important aspect in clinical practice. Since there are several studies than indicate that the CBN, inappropriately, causes aftermath that can be devastating and long-lasting, this research is proposed with the main objective ofknowing the assessment that students of the Degree in Medicine make about their training inCBN. Method This study has a descriptive design. Through an online questionnaire, preparedad hoc, the opinion of the students of the Degree in Medicine was evaluated on different aspectsrelated to the CBN.Results: 120 sixth-year students of the Bachelor of Medicine participated in the research, whowere studying at different Spanish universities. Although CBN is a reality that almost all haveexperienced (90.8%), only half believe that it has been sufficiently prepared in the degree todeal with such situations. It has also been observed that students from private universities feelsignificantly better trained in this area (CBN).Conclusion: It is necessary to expand the training of future doctors, providing them with accessto specific seminars taught by CBN expertsIntroducción: La comunicación de malas noticias (CMN) es un aspecto importante en la práctica clínica. Dado que existen diversos estudios que indican que la comunicación de una mala noticia de forma inadecuada provoca secuelas que pueden ser devastadoras y de larga duración, la presente investigación se plantea como objetivo conocer la valoración que hacen los estudiantes del Grado en Medicina sobre su formación en CMN. Método: Este estudio tiene un diseño descriptivo. Mediante cuestionario online, elaborado ad hoc, se evaluó la opinión del alumnado del Grado en Medicina sobre diferentes aspectos relacionados con la CMN. Resultados: Participaron en la investigación 120 estudiantes de sexto curso del Grado en Medicina que cursaban sus estudios en diferentes universidades españolas. Pese a que la CMN es una realidad que casi todos han experimentado (90,8%), tan solo la mitad considera que se le ha preparado suficientemente en el Grado para afrontar este tipo de situaciones. Se ha observado, además, que los estudiantes de universidades privadas se sienten significativamente mejor formados en este aspecto (CMN). Conclusión: Se hace necesario ampliar la formación de los futuros médicos, proporcionándoles acceso a seminarios específicos impartidos por profesionales expertos en CMNS