Pub Date : 2025-06-01Epub Date: 2022-05-29DOI: 10.1177/15347346221104946
José Luis Lázaro-Martínez, Marta García-Madrid, Mateo López-Moral, Aroa Tardáguila-García, Francisco Javier Álvaro-Afonso, Yolanda García-Álvarez
Negatively charged polystyrene microspheres (NCMs) have been demonstrated as a novel and effective therapy for managing hard-to-heal diabetic foot ulcers (DFUs). However, one limitation of this therapy is that the protocol is based on daily application, which sometimes does not fit local protocols of wound care. Thus, we aimed to analyze the safety and efficacy of a new dose regimen. We conducted a randomized blinded controlled trial in a specialized diabetic foot unit between May 2019 and February 2021 with a total of 30 patients who had neuropathic or neuroischemic DFUs that had not responded after four weeks of standard treatment. Patients were randomized consecutively into a group that received daily application (control) or one that received applications three times per week (experimental). The clinical outcomes were evaluated using the Wollina score and wound-area reduction (WAR) weekly during a treatment period of 28 days. The histological outcomes were assessed using a soft-tissue punch biopsy (3 mm) at 0, 14, and 28 days to evaluate cellular proliferation. The Wollina scores were higher at the end of treatment by week 4 in both groups, but the differences were not significant between groups. The averages were 6 (5, 7) points in Experimental group (EG) and 6 (6,7) points in Control group (CG) (p = 0.848). Wound area reduction at day 28 was 53.57 [37.43, 79.16] % in the CG and 79.37 [42.74, 93.57] % in the EG, without differences among groups (p = 0.305). Cellular proliferation was similar in both groups at day 28. Application three times per week showed similar clinical and histological outcomes to those of daily application, both dose regimens demonstrated significant improvement of granulation tissue formation and WAR during the treatment.
{"title":"Clinical and Histological Outcomes of Negatively Charged Polystyrene Microspheres Applied Daily Versus Three Times per Week in Hard-to-Heal Diabetic Foot Ulcers: A Randomized Blinded Controlled Trial.","authors":"José Luis Lázaro-Martínez, Marta García-Madrid, Mateo López-Moral, Aroa Tardáguila-García, Francisco Javier Álvaro-Afonso, Yolanda García-Álvarez","doi":"10.1177/15347346221104946","DOIUrl":"10.1177/15347346221104946","url":null,"abstract":"<p><p>Negatively charged polystyrene microspheres (NCMs) have been demonstrated as a novel and effective therapy for managing hard-to-heal diabetic foot ulcers (DFUs). However, one limitation of this therapy is that the protocol is based on daily application, which sometimes does not fit local protocols of wound care. Thus, we aimed to analyze the safety and efficacy of a new dose regimen. We conducted a randomized blinded controlled trial in a specialized diabetic foot unit between May 2019 and February 2021 with a total of 30 patients who had neuropathic or neuroischemic DFUs that had not responded after four weeks of standard treatment. Patients were randomized consecutively into a group that received daily application (control) or one that received applications three times per week (experimental). The clinical outcomes were evaluated using the Wollina score and wound-area reduction (WAR) weekly during a treatment period of 28 days. The histological outcomes were assessed using a soft-tissue punch biopsy (3 mm) at 0, 14, and 28 days to evaluate cellular proliferation. The Wollina scores were higher at the end of treatment by week 4 in both groups, but the differences were not significant between groups. The averages were 6 (5, 7) points in Experimental group (EG) and 6 (6,7) points in Control group (CG) (p = 0.848). Wound area reduction at day 28 was 53.57 [37.43, 79.16] % in the CG and 79.37 [42.74, 93.57] % in the EG, without differences among groups (p = 0.305). Cellular proliferation was similar in both groups at day 28. Application three times per week showed similar clinical and histological outcomes to those of daily application, both dose regimens demonstrated significant improvement of granulation tissue formation and WAR during the treatment.</p>","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"25 1","pages":"488-496"},"PeriodicalIF":3.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81174412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01Epub Date: 2025-04-23DOI: 10.1080/01443410.2025.2493257
Gabrielle A Shimko, Karin H James
College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), potentially disrupting learning during the notetaking process. This study investigated whether typing notes could compensate for slower HWS and facilitate more learning than handwritten notes in individuals with higher ADHD symptoms. College students oversampled for ADHD diagnoses watched a 15-minute TedTalk while taking handwritten, typed, or no notes and took a quiz to assess learning. Fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured. Participants with higher ADHD symptoms learned significantly more if they took handwritten or typed notes as compared to not taking notes. Slower HWS and worse sustained attention related to higher ADHD symptoms. Thus, active notetaking facilitated learning, particularly for students with higher ADHD symptoms, and the optimal modality may depend on individual transcription abilities.
{"title":"The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning.","authors":"Gabrielle A Shimko, Karin H James","doi":"10.1080/01443410.2025.2493257","DOIUrl":"10.1080/01443410.2025.2493257","url":null,"abstract":"<p><p>College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), potentially disrupting learning during the notetaking process. This study investigated whether typing notes could compensate for slower HWS and facilitate more learning than handwritten notes in individuals with higher ADHD symptoms. College students oversampled for ADHD diagnoses watched a 15-minute TedTalk while taking handwritten, typed, or no notes and took a quiz to assess learning. Fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured. Participants with higher ADHD symptoms learned significantly more if they took handwritten or typed notes as compared to not taking notes. Slower HWS and worse sustained attention related to higher ADHD symptoms. Thus, active notetaking facilitated learning, particularly for students with higher ADHD symptoms, and the optimal modality may depend on individual transcription abilities.</p>","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"45 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12393830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1080/01443410.2024.2390957
Yidi Mao, Juan Zhang, Yihui Wang, Yihan Zhang
The findings of previous studies on the correlation between trait mindfulness (MF) and academic performance (AP) have been inconsistent. The purpose of the current study was to provide a thorough s...
{"title":"The relationship between trait mindfulness and academic performance: a meta-analysis","authors":"Yidi Mao, Juan Zhang, Yihui Wang, Yihan Zhang","doi":"10.1080/01443410.2024.2390957","DOIUrl":"https://doi.org/10.1080/01443410.2024.2390957","url":null,"abstract":"The findings of previous studies on the correlation between trait mindfulness (MF) and academic performance (AP) have been inconsistent. The purpose of the current study was to provide a thorough s...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"25 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1080/01443410.2024.2396412
Laurent Brun, Pascal Pansu, Benoit Dompnier
Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied ...
{"title":"Attributions for failure and success at primary school: a person-centered approach to causal dimensions","authors":"Laurent Brun, Pascal Pansu, Benoit Dompnier","doi":"10.1080/01443410.2024.2396412","DOIUrl":"https://doi.org/10.1080/01443410.2024.2396412","url":null,"abstract":"Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"60 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1080/01443410.2024.2396422
Nina Graf-König, Rosa Maria Puca
Person praise, as compared to process praise, can have detrimental consequences on performance and motivation. Children with low self-esteem are most vulnerable for these effects. However, parents ...
{"title":"“Wow, you’re really smart!” – How children’s self-esteem affects teachers’ praise","authors":"Nina Graf-König, Rosa Maria Puca","doi":"10.1080/01443410.2024.2396422","DOIUrl":"https://doi.org/10.1080/01443410.2024.2396422","url":null,"abstract":"Person praise, as compared to process praise, can have detrimental consequences on performance and motivation. Children with low self-esteem are most vulnerable for these effects. However, parents ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"5 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1080/01443410.2024.2394691
Céline Darnon, Alyson Sicard, Alice Normand, Delphine Martinot
In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one’s studies. The goal of the present re...
{"title":"Academic failure and psychological disengagement: can belief in school meritocracy make a difference?","authors":"Céline Darnon, Alyson Sicard, Alice Normand, Delphine Martinot","doi":"10.1080/01443410.2024.2394691","DOIUrl":"https://doi.org/10.1080/01443410.2024.2394691","url":null,"abstract":"In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one’s studies. The goal of the present re...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"25 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-24DOI: 10.1080/01443410.2024.2394695
Yingying Pan, Xiaoli Zheng
Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transit...
{"title":"Exploring how demographic, adjustment, and online learning readiness related factors shape international students’ online learning anxiety: a hierarchical regression analysis","authors":"Yingying Pan, Xiaoli Zheng","doi":"10.1080/01443410.2024.2394695","DOIUrl":"https://doi.org/10.1080/01443410.2024.2394695","url":null,"abstract":"Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transit...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"14 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1080/01443410.2024.2391529
Heidur Hrund Jónsdóttir, Kristjana Stella Blöndal
Upper secondary school students with a strong academic self-concept are more likely to complete their studies and thus increase their well-being in the future. Previous research on the big-fish-lit...
{"title":"Being a big fish in a little pond: student group composition, perceived academic standing, and young people’s academic self-concept","authors":"Heidur Hrund Jónsdóttir, Kristjana Stella Blöndal","doi":"10.1080/01443410.2024.2391529","DOIUrl":"https://doi.org/10.1080/01443410.2024.2391529","url":null,"abstract":"Upper secondary school students with a strong academic self-concept are more likely to complete their studies and thus increase their well-being in the future. Previous research on the big-fish-lit...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-18DOI: 10.1080/01443410.2024.2387549
Luke K. Fryer, Alex Shum, H. Nicholas Bovee, Kaori Nakao, Shuichi Ozono
The broad relationship between students’ self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough exa...
{"title":"Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest","authors":"Luke K. Fryer, Alex Shum, H. Nicholas Bovee, Kaori Nakao, Shuichi Ozono","doi":"10.1080/01443410.2024.2387549","DOIUrl":"https://doi.org/10.1080/01443410.2024.2387549","url":null,"abstract":"The broad relationship between students’ self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough exa...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"7 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-18DOI: 10.1080/01443410.2024.2392013
Sungjun Won, Christopher A. Wolters
The primary objective was to investigate the relations between college students’ achievement goals and their engagement in self-regulated learning using a person-centered approach. College students...
{"title":"Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective","authors":"Sungjun Won, Christopher A. Wolters","doi":"10.1080/01443410.2024.2392013","DOIUrl":"https://doi.org/10.1080/01443410.2024.2392013","url":null,"abstract":"The primary objective was to investigate the relations between college students’ achievement goals and their engagement in self-regulated learning using a person-centered approach. College students...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"7 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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