The first homotopic Baire class of maps with values in ANR's coincides with the first Baire class

We introduce the first homotopic Baire class of maps as a homotopical counterpart of a usual first Baire class of maps between topological spaces and show that those classes with values in ANR spaces coincid

UN MODELO SOBRE CÓMO LAS ESTRATEGIAS MOTIVACIONALES RELACIONADAS CON EL COMPONENTE DE AFECTIVIDAD INCIDEN SOBRE LAS ESTRATEGIAS COGNITIVAS Y METACOGNITIVAS

El principal propósito de este trabajo fue el de proponer un modelo sobre cómo las estrategias motivacionales relacionadas al componente de afectividad inciden sobre la utilización de las estrategias cognitivas y metacognitivas. La muestra utilizada fue de 500 estudiantes de Secundaria. Se asumió que el efecto de las estrategias motivacionales sobre las estrategias cognitivas estaría mediado por el uso de las estrategias metacognitivas. Para estudiar estas estrategias y su relación se realizaron análisis descriptivos y se elaboró un diagrama de senderos. Los resultados mostraron que la estrategia motivacional más utilizada es la de autorrefuerzo y que se establecen relaciones significativas desde algunas estrategias motivacionales, pero no desde todas, con las estrategias cognitivas aunque únicamente la estrategia de autorrefuerzo establece relaciones significativas con la autorregulación metacognitiva.The main purpose of this study was to propose a model of how motivational strategies related to the affective component influence the use of cognitive and metacognitive strategies. The sample was composed by 500 spanish secondary students. It was assumed that the effect of motivational strategies on cognitive strategies would be mediated by metacognitive strategies use. Descriptive statistics were calculated and a path diagram was created. Results showed that the most used motivational strategy was self-reinforcement and that significant paths from some motivational strategies, but not all, to cognitive strategies where obtained, although only the self-reinforcement strategy showed significant effects on metacognitive self-regulation

Niveles motivacionales en los estudiantes de secundaria y su discriminación en función de las estrategias motivacionales

ABSTRACTThe purpose of this work was to study the motivational levels of secondary students and  how the different motivacional self-regulatory strategies used by students distinguish  groups of students with different motivational levels. The sample is made up of 2,387 middle school students. The motivational variables studied are the following: Academic goals, Beliefs of control and self-efficiency of learning, Anxiety and Self-efficiency for achievement. In the study of the students´ motivational levels, by mean of cluster analysis, were identified three students groups with different motivational levels. The larger group is characterized, more than the other two, by attempts to show ability, avoiding appearing less capable to their peers and by worrying before exam situations. On the other hand, the motivational self-regulatory strategies that distinguish better between the three motivational levels studied are: in the component of expectancy, the Generation of positive expectancy strategy; regarding to the component of value, the Generation of self-defeating goal strategy; and finally, in relation of component of affect, the Self-reinforcement strategy.RESUMENEn este trabajo se pretende estudiar los niveles motivacionales de los estudiantes de Educación Secundaria y el peso con el que las diferentes estrategias motivacionales utilizadas por los estudiantes discriminan entre los grupos de estudiantes con diferentes niveles motivacionales. La muestra está integrada por 2.387 estudiantes de Educación Secundaria. Las variables motivacionales estudiadas son las siguientes: Metas académicas, Creencias de control y autoeficacia para el aprendizaje, Ansiedad y Autoeficacia para el rendimiento. En el estudio de los niveles motivacionales de los estudiantes, a través del análisis cluster, se identifican tres grupos de estudiantes con distintos niveles de motivación. El grupo compuesto por más estudiantes se caracteriza, en mayor medida que los otros dos grupos, por pretender demostrar su capacidad, por pretender evitar quedar mal ante sus compañeros y por manifestar preocupación ante situaciones de exámenes. Por otro lado, las estrategias motivacionales que mejor discriminan entre los tres niveles de motivación respecto a los tres componentes de las estrategias motivacionales estudiadas son: en el componente de expectativa, la Estrategia de generación de expectativas positivas; con respeto al componente de valor, la Estrategia de generación de meta de autoderrota del ego; y por último, con respecto al componente de afecto, la Estrategia de autorrefuerzo.ABSTRACT The purpose of this work was to study the motivational levels of secondary students and  how the different motivacional self-regulatory strategies used by students distinguish  groups of students with different motivational levels. The sample is made up of 2,387 middle school students. The motivational variables studied are the following: Academic goals, Beliefs of control and self-efficiency of learning, Anxiety and Self-efficiency for achievement. In the study of the students´ motivational levels, by mean of cluster analysis, were identified three students groups with different motivational levels. The larger group is characterized, more than the other two, by attempts to show ability, avoiding appearing less capable to their peers and by worrying before exam situations. On the other hand, the motivational self-regulatory strategies that distinguish better between the three motivational levels studied are: in the component of expectancy, the Generation of positive expectancy strategy; regarding to the component of value, the Generation of self-defeating goal strategy; and finally, in relation of component of affect, the Self-reinforcement strategy.

Metas y Compromiso de los opositores al cuerpo de maestros en la especialidad de Educación Primaria

The objective of this article is to understand the teaching and commitment goals towards one´s job from the point of view of candidates applying for state primary education positions, which is a group that has hardly been studied. The sample is made up of candidates applying for primary education posts. The results obtained by means of two questionnaires inform about the validity of the instrument, and also about the goals of candidates and their level of commitment. The relation between these two variables is analyzed, as well as any differences with regard to gender, teaching experience, or the number of public examinations taken by candidates.Este artículo tiene como finalidad avanzar en el conocimiento de las metas respecto a la función docente y del compromiso con la tarea, desde el punto de vista de un colectivo muy escasamente estudiado como es el de los opositores al cuerpo de maestros, futuros docentes del sistema educativo público.La muestra está formada por opositores al cuerpo de maestros en la especialidad de Educación Primaria y sobre ellos estudiaremos los temas anteriormente indicados. Los resultados obtenidos mediante el empleo de dos cuestionarios ofrecen información, en primer lugar, sobre la validación de dichos cuestionarios. Posteriormente, se ofrece información sobre las metas de los opositores y sobre su nivel de compromiso. A continuación, se comprueba la relación entre las variables anteriormente referidas, así como la existencia de diferencias en función del género, de la experiencia docente o del número de oposiciones a las que se han presentado los participantes

Red Wine Consumption Is Associated with Fecal Microbiota and Malondialdehyde in a Human Population

[Objectives] Red wine intake has been associated with a lower risk of cardiovascular disease; its polyphenol content is the primary cause of antioxidant and anti-inflammatory properties attributed to this beverage. However, the way in which these activities are exerted is not yet clear, although some authors have proposed that intestinal microbiota could be implicated.[Methods] The association between red wine intake, inflammation, and oxidative stress parameters and fecal microbial populations has been explored in 38 adult volunteers. Food intake was recorded by means of an annual food frequency questionnaire (FFQ). Energy, cholesterol, and ethanol intake were analyzed using the nutrient Food Composition Tables developed by Centro de Enseñanza Superior de Nutrición y Dietética (CESNID) and polyphenol intake was obtained from the Phenol-Explorer Database. Fecal levels of Akkermansia, Bacteroides, Bifidobacterium, Blautia coccoides group, Clostridium leptum group, Lactobacillus group, and Faecalibacterium prausnitzii were determined by quantitative polymerase chain reaction. Serum concentrations of C-reactive protein (CRP), malondialdehyde (MDA), total antioxidant capacity (TAC), cholesterol, triglycerides and glucose were analyzed by standard methods.[Results] Subjects with regular consumption of red wine (mean = 100 ml/day) had lower serum concentrations of MDA and lower fecal levels of B. coccoides, C. leptum, Bifidobacterium, and Lactobacillus. A positive association between MDA levels and B. coccoides and Lactobacillus was also found.[Conclusion] Regular consumption of red wine appears to be associated with a reduced serum lipoperoxidation in which the intestinal microbiota may be involved.This work was funded by Biopolis SL within the framework of the e-CENIT Project SENIFOOD from the Spanish Ministry of Science and Innovation.Peer Reviewe

Las estrategias de aprendizaje. Características básicas y su relevancia en el contexto escolar

Learning strategies¿ topic sets up one of the most relevant lines of research, in these last years, in educational psychology. As a general rule, learning strategies comprise a set of procedures and cognitive resources that the students start when they cope with learning; so, in a stricte sense, learning strategies are very much related with the cognitive components that have an influence on the learning process. Anyway, if we assume the hypothesis that the student's motives and intentions determine the type of strategies he is going to start, it implies that cognitive mechanisms used by people to facilitate learning depend, to a great extent, on dispositional and motivational factors.; El tema de las estrategias de aprendizaje constituye una de las líneas de investigación más relevantes en los últimos años dentro de la Psicología de la Educación. En general, las estrategias de aprendizaje engloban todo un conjunto de procedimientos y recursos cognitivos que los estudiantes ponen en marcha cuando se enfrentan al aprendizaje; con lo cual, en sentido estricto, se encuentran muy relacionadas con los componentes cognitivos que influyen en el proceso de aprender. De todas formas, si asumimos la hipótesis de que los motivos e intenciones del estudiante determinan, en último término, el tipo de estrategias que va a poner en marcha, ello implica que los mecanismos cognitivos que utilizan los sujetos para facilitar el aprendizaje dependen en gran medida de factores disposicionales y motivacionales

Las estrategias de aprendizaje. Características básicas y su relevancia en el contexto escolar

Learning strategies¿ topic sets up one of the most relevant lines of research, in these last years, in educational psychology. As a general rule, learning strategies comprise a set of procedures and cognitive resources that the students start when they cope with learning; so, in a stricte sense, learning strategies are very much related with the cognitive components that have an influence on the learning process. Anyway, if we assume the hypothesis that the student's motives and intentions determine the type of strategies he is going to start, it implies that cognitive mechanisms used by people to facilitate learning depend, to a great extent, on dispositional and motivational factors.; El tema de las estrategias de aprendizaje constituye una de las líneas de investigación más relevantes en los últimos años dentro de la Psicología de la Educación. En general, las estrategias de aprendizaje engloban todo un conjunto de procedimientos y recursos cognitivos que los estudiantes ponen en marcha cuando se enfrentan al aprendizaje; con lo cual, en sentido estricto, se encuentran muy relacionadas con los componentes cognitivos que influyen en el proceso de aprender. De todas formas, si asumimos la hipótesis de que los motivos e intenciones del estudiante determinan, en último término, el tipo de estrategias que va a poner en marcha, ello implica que los mecanismos cognitivos que utilizan los sujetos para facilitar el aprendizaje dependen en gran medida de factores disposicionales y motivacionales

Intestinal dysbiosis is associated with altered short-chain fatty acids and serum-free fatty acids in systemic lupus erythematosus

Metabolic impairments are a frequent hallmark of systemic lupus erythematosus (SLE). Increased serum levels of free fatty acids (FFA) are commonly found in these patients, although the underlying causes remain elusive. Recently, it has been suggested that factors other than inflammation or clinical features may be involved. The gut microbiota is known to influence the host metabolism, the production of short-chain fatty acids (SCFA) playing a potential role. Taking into account that lupus patients exhibit an intestinal dysbiosis, we wondered whether altered FFA levels may be associated with the intestinal microbial composition in lupus patients. To this aim, total and specific serum FFA levels, fecal SCFA levels, and gut microbiota composition were determined in 21 SLE patients and 25 healthy individuals. The Firmicutes to Bacteroidetes (F/B) ratio was strongly associated with serum FFA levels in healthy controls (HC), even after controlling for confounders. However, this association was not found in lupus patients, where a decreased F/B ratio and increased FFA serum levels were noted. An altered production of SCFA was related to the intestinal dysbiosis in lupus, while SCFA levels paralleled those of serum FFA in HC. Although a different serum FFA profile was not found in SLE, specific FFA showed distinct patterns on a principal component analysis. Immunomodulatory omega-3 FFA were positively correlated to the F/B ratio in HC, but not in SLE. Furthermore, divergent associations were observed for pro- and anti-inflammatory FFA with endothelial activation biomarkers in lupus patients. Overall, these findings support a link between the gut microbial ecology and the host metabolism in the pathological framework of SLE. A potential link between intestinal dysbiosis and surrogate markers of endothelial activation in lupus patients is supported, FFA species having a pivotal role.This work was funded through the grants GRUPIN14-043 “Microbiota Humana, Alimentación y Salud” from the “Plan Regional de Investigación del Principado de Asturias” and cofounded from European Union FEDER funds, AGL2010-14952 from the Spanish Ministry of Science and Innovation, and PI012/00523 from the “Fondo de Investigaciones Sanitarias, Instituto de Investigación Carlos III.” JR-C is supported by a contract from the grant GRUPIN14-043.Peer reviewedPeer Reviewe