Fluoro-labelled sp2-iminoglycolipids with immunomodulatory properties.

The unique electronic properties of the fluorine atom make its strategic incorporation into a bioactive compound a very useful tool in the design of drugs with optimized pharmacological properties. In the field of the carbohydrates, its selective installation at C2 position has proven particularly interesting, some 2-deoxy-2-fluorosugar derivatives being currently in the market. We have now transferred this feature into immunoregulatory glycolipid mimetics that contain a sp2-iminosugar moiety, namely sp2-iminoglycolipids (sp2-IGLs). The synthesis of two epimeric series of 2-deoxy-2-fluoro-sp2-IGLs, structurally related to nojirimycin and mannonojirimycin, has been accomplished by sequential Selectfluor-mediated fluorination and thioglycosidation of sp2-iminoglycals. Exclusively the α-anomer is obtained regardless of the configurational profile of the sp2-IGL (d-gluco or d-manno), highlighting the overwhelming anomeric effect in these prototypes. Notably, the combination of a fluorine atom at C2 and an α-oriented sulfonyl dodecyl lipid moiety in compound 11 led to remarkable anti-proliferative properties, featuring similar GI50 values than the chemotherapy drug Cisplatin against several tumor cell lines and better selectivity. The biochemical data further evidence a strong reduction of the number of tumor cell colonies and apoptosis induction. Mechanistic investigations revealed that this fluoro-sp2-IGL induces the non-canonical activation mode of the mitogen-activated protein kinase signaling pathway, causing p38α autoactivation under an inflammatory context.

Perfectionistic Self-Presentation Scale in Ecuador: psychometric properties and latent mean differences across genders / Escala de Autopresentación Perfeccionista en Ecuador: propiedades psicométricas y diferencias de medias latentes en función del género

Abstract Introduction: This paper aims to examine the psychometric properties, i.e., validity, reliability, factorial invariance, and latent mean differences based on gender, of the Perfectionistic Self-Presentation Scale, PSPS, in the Ecuadorian context. Method: A sample consisting of 597 Ecuadorian undergraduates participated in the study. Results: Confirmatory Factor Analysis supported a 14-item and three-dimensional model of the scale: Perfectionistic Self-Promotion, Nondisplay of Imperfection, and Nondisclosure of Imperfection. This model presented configural; measurement, i.e., metric, strong, and strict; as well as structural invariance across genders. Discriminant validity was observed by analysing correlations between PSPS factors and perfectionism traits. Males exhibited higher latent means of Perfectionistic Self-Promotion and also Nondisplay of Imperfection than females. Conclusions: The Spanish-translated and brief version of the PSPS represents a reliable and valid tool for assessing perfectionistic self-presentation in Ecuador.

Resumen Introducción: Este artículo tiene como objetivo examinar las propiedades psicométricas, i.e., validez, fiabilidad, invarianza factorial y diferencias de medias latentes en función del género, de la Escala de Autopresentación Perfeccionista, PSPS, en el contexto de Ecuador. Método: La muestra se compuso de 597 universitarios ecuatorianos. Resultados: El análisis factorial confirmatorio apoyó una estructura de la escala compuesta por 14 ítems y tres dimensiones: autopromoción perfeccionista, no-divulgación de la imperfección, y no-verbalización de la imperfección. Este modelo mostró invarianza configural; de medida, métrica, escalar y estricta; y estructural a través del género. El análisis de correlaciones entre los factores de la PSPS y los rasgos perfeccionistas evidenció la validez discriminante de la escala. Los hombres obtuvieron medias latentes significativamente más altas en comparación con las mujeres en los factores autopromoción perfeccionista y no-divulgación de la imperfección. Conclusiones: La versión de la PSPS abreviada y traducida al español representa una medida fiable y válida para evaluar la autopresentación perfeccionista en Ecuador.

Cyclodextrin-Based Nanostructure Efficiently Delivers siRNA to Glioblastoma Cells Preferentially via Macropinocytosis.

Small interfering ribonucleic acid (siRNA) has the potential to revolutionize therapeutics since it can knockdown very efficiently the target protein. It is starting to be widely used to interfere with cell infection by HIV. However, naked siRNAs are unable to get into the cell, requiring the use of carriers to protect them from degradation and transporting them across the cell membrane. There is no information about which is the most efficient endocytosis route for high siRNA transfection efficiency. One of the most promising carriers to efficiently deliver siRNA are cyclodextrin derivatives. We have used nanocomplexes composed of siRNA and a ß-cyclodextrin derivative, AMC6, with a very high transfection efficiency to selectively knockdown clathrin heavy chain, caveolin 1, and p21 Activated Kinase 1 to specifically block clathrin-mediated, caveolin-mediated and macropinocytosis endocytic pathways. The main objective was to identify whether there is a preferential endocytic pathway associated with high siRNA transfection efficiency. We have found that macropinocytosis is the preferential entry pathway for the nanoparticle and its associated siRNA cargo. However, blockade of macropinocytosis does not affect AMC6-mediated transfection efficiency, suggesting that macropinocytosis blockade can be functionally compensated by an increase in clathrin- and caveolin-mediated endocytosis.

Amplified Detection of Breast Cancer Autoantibodies Using MUC1-Based Tn Antigen Mimics.

In many human carcinomas, mucin-1 (MUC1) is overexpressed and aberrantly glycosylated, resulting in the exposure of previously hidden antigens. This generates new patient antibody profiles that can be used in cancer diagnosis. In the present study, we focused on the MUC1-associated Tn antigen (α-O-GalNAc-Ser/Thr) and substituted the GalNAc monosaccharide by a glycomimic to identify MUC1-based glycopeptides with increased antigenicity. Two different glycopeptide libraries presenting the natural Tn antigen or the sp2-iminosugar analogue were synthesized and evaluated with anti-MUC1 monoclonal antibodies in a microarray platform. The most promising candidates were tested with healthy and breast cancer sera aiming for potential autoantibody-based biomarkers. The suitability of sp2-iminosugar glycopeptides to detect anti-MUC1 antibodies was demonstrated, and serological experiments showed stage I breast cancer autoantibodies binding with a specific unnatural glycopeptide with almost no healthy serum interaction. These results will promote further studies on their capabilities as early cancer biomarkers.

Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos / School Refusal Behavior Profiles: Identification and Comparison Between Ecuadorian and Chilean Adolescent

Resumen La relevancia psicológica, social y educativa del presente estudio reside en la escasez de trabajos previos que hayan evaluado el rechazo escolar en Latinoamérica y las elevadas tasas de deserción a las que se enfrentan en esta región. El objetivo de esta investigación consistió en examinar las diferencias en las puntuaciones medias de rechazo escolar y la formación de perfiles en adolescentes ecuatorianos y chilenos. Un total de 4266 estudiantes, entre 13 y 17 años de edad, procedentes de Ecuador (. = 14.83; SD = 1.86) y Chile (. = 15.23; SD = 1.26) fueron seleccionados mediante un muestreo aleatorio por conglomerados. El instrumento empleado para evaluar el rechazo escolar fue la School Refusal Assessment Scale-Revised. Las puntuaciones medias de rechazo escolar para Ecuador y Chile revelaron diferencias estadísticamente significativas de pequeña magnitud. Entre los estudiantes chilenos se registraron puntuaciones medias más altas de rechazo escolar, con el fin de captar la atención de sus seres queridos y obtener reforzadores tangibles externos a la escuela, en comparación con sus iguales procedentes de Ecuador. Los análisis de conglomerados confirmaron cuatro perfiles de rechazo escolar en ambos países: Rechazo Escolar Bajo, Rechazo Escolar Alto, Rechazo Escolar Ansioso y Rechazo Escolar Absentista. A pesar de que los adolescentes chilenos obtuvieron puntuaciones medias significativamente más altas que los ecuatorianos en algunas dimensiones del rechazo escolar, los resultados revelaron una pequeña variabilidad entre los perfiles de rechazo escolar encontrados en ambos países. Los resultados obtenidos se discuten atendiendo a las características culturales definitorias de cada uno de estos países.

Abstract School refusal behavior is defined as any child or youth's difficulty to attend classes or to remain in the school. This behavior could be based or not on anxiety and prevalence rates from 5 to 28 % if it is considered any type of rejection towards the school. Adolescents demonstrating school refusal behaviors are very likely to demonstrate poorer academic performance, more stress, behavior problems and family conflicts. The psychological, social and educational relevance of the present study is due to the scarce of previous studies that have evaluated the school refusal behavior in Latin America and the high dropout rates that they face in this region. This study is focused on two countries, Ecuador and Chile, in order to identify possible differences regarding school refusal behavior scores between adolescents in both countries. The aim of this investigation was to examine the mean differences scores on school refusal behavior and the formation of school refusal behavior profiles in Ecuadorian and Chilean adolescents to determine whether these results differ from one another based on the geographical origin. In this study participated a total of 4266 students aged between 13 and 17 years old from Ecuador (. = 14.83, SD = 1.86; N = 1588) and Chile (. = 15.23; SD = 1.26; N = 2678). These students were selected by cluster random sampling. The measure used to assess the school refusal behavior was the School Refusal Assessment Scale-Revised (SRAS-R). The SRAS-R is a self-report measure that assesses the relative strength of four proposed functions, or maintaining variables, of school refusal behavior: Factor I. Avoidance of school-based stimuli that provoke Negative Affectivity; Factor II. Escape from aversive Social/Evaluative situations at school; Factor III. Pursuit of Attention from Significant others; and Factor IV. Pursuit of Tangible Reinforcement outside of school. The SRAS-R was administered during the school day (a session of approximately 20 minutes) in groups who completed the scale anonymously in accordance with the ethical standards and also emphasizing the voluntary nature of the test. Regarding the results, mean differences scores on school refusal behavior revealed statistically significant differences of small magnitude with Chilean students reaching higher mean scores in school refusal behavior in order to pursuit the attention from significant others and to obtain tangible reinforces external to the school, in comparison with their equals from Ecuador. Cluster analysis confirmed four school refusal profiles in both countries: Low School Refusal Behavior (characterized by low school refusal behavior scores for the four factors of the SRAS-R), High School Refusal Behavior (characterized by high school refusal behavior scores for the four factors of the SRAS-R), Anxious School Refusal Behavior (profile that combines high scores on the first three factors of the SRAS-R and moderate scores for the fourth) and Absentee School Refusal Behavior (profile that combines moderate levels for the first three factors of the SRAS-R but high in the fourth factor). The results revealed a small variability between the school refusal behavior profiles across the countries. However, Chilean adolescents scored significantly higher than Ecuadorians in school refusal based on the search for tangible external reinforcements. The results of this research supported a low variability of the findings according to the country. The generalization of these results supports the transcultural validity of the SRAS-R and emphasizes that Ecuador and Chile share a similar situation regarding school refusal behavior. Some limitations of this work are considered, and they are proposed as future lines of research. To conclude, the results are discussed taking into account the defining cultural characteristics of each country.

Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions Battery when diagnosing child ADHD / Capacidad predictiva de la Batería ENFEN en el diagnóstico del Trastorno por Déficit de Atención e Hiperactividad

Abstract Attention deficit hyperactivity disorder (ADHD) is considered to be one of the most common disorders during children and adolescents' neurodevelopment. Given how much the individuals executive functions are affected, the objective of the present study was to verify the validity of the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN for its acronym in Spanish) as a predictor in the diagnosis of ADHD. The sample consisted of 175 participants from southeast Spain of both sexes aged between 6 and 12 (clinical M=8.39, SD=1.87, and control M=8.78, SD=1.91). The clinical group was composed of 89 (79.50%) males and 23 (20.50%) females, and the control group consisted of 37 (58.70%) males and 26 (41.30%) females. ENFEN is an individual applications battery that allows the executive functions to be globally evaluated using a wide range of elements. We followed a non-experimental research design for this comparative descriptive study. The results indicate that the phonological fluency, colour naming path, and interference scales are closely associated with the diagnosis of ADHD as they provide data on elements including inhibition, mental flexibility, sustained and selective attention, verbal fluency, and working memory. In general, this study supports the usefulness and validity of the ENFEN battery as a tool to clinically diagnose ADHD.

Resumen El trastorno por déficit de atención en hiperactividad (TDAH) es uno de los trastornos más frecuentes en el neurodesarrollo de niños y adolescentes. Las personas que lo padecen se caracterizan por presentar dificultades en los procesos de atención sostenida, ser muy activos y tener un deficiente control de sus impulsos. Pese a su elevada prevalencia y la existencia de diversas pruebas utilizadas para su diagnóstico, se conocen pocos datos sobre la utilidad y validez diagnóstica de estas herramientas. Dada la gran afectación que estos sujetos presentan en las funciones ejecutivas, el objetivo de este estudio es comprobar la utilidad y validez de la batería de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), como predictora herramienta de apoyo al diagnóstico de TDAH. La muestra de estudio estuvo compuesta por 175 participantes de ambos sexos, con edades comprendidas entre los 6 y 12 años (grupo clínico M=8.39, SD=1.87 y grupo control M=8.78, SD=1.91). El grupo clínico estaba compuesto por 89 (79.50%) hombres y 23 (20,50%) mujeres, y el grupo de control por 37 (58,70%) hombres y 26 (41,30%) mujeres. ENFEN es una batería de aplicación individual, compuesta por varias subpruebas que requieren el empleo de funciones ejecutivas para resolver los elementos que las componen. Se siguió un diseño no-experimental para llevar a cabo un estudio descriptivo comparativo. Los resultados señalaron que las escalas Fluidez Fonológica, Sendero Color e Interferencia que requieren en mayor medida inhibición, flexibilidad mental, atención sostenida y selectiva, fluidez verbal y memoria de trabajo, entre otras aptitudes cognitivas, son las que mejor se asocian al diagnóstico de TDAH. En general, este estudio apoya la utilidad y validez de la prueba ENFEN como herramienta para el diagnóstico clínico del TDAH.

Synthesis of polyfluoroalkyl sp2-iminosugar glycolipids and evaluation of their immunomodulatory properties towards anti-tumor, anti-leishmanial and anti-inflammatory therapies.

Immunomodulatory glycolipids, among which α-galactosylceramide (KRN7000) is an iconic example, have shown strong therapeutic potential in a variety of conditions ranging from cancer and infection to autoimmune or neurodegenerative diseases. A main difficulty for those channels is that they often provoke a cytokine storm comprising both pro- and anti-inflammatory mediators that antagonize each other and negatively affect the immune response. The synthesis of analogues with narrower cytokine secretion-inducing capabilities is hampered by the intrinsic difficulty at controlling the stereochemical outcome in glycosidation reactions, particularly if targeting the α-anomer, which seriously hampers drug optimization strategies. Here we show that replacing the monosaccharide glycone by a sp2-iminosugar glycomimetic moiety allows accessing N-linked sp2-iminosugar glycolipids (sp2-IGLs) with total α-stereocontrol in a single step with no need of protecting groups or glycosidation promotors. The lipid tail has been then readily tailored by incorporating polyfluoroalkyl segments of varied lengths in view of favouring binding to the lipid binding site of the master p38 mitogen activated protein kinase (p38 MAPK), thereby polarizing the immune response in a cell-context dependent manner. The compounds have been evaluated for their antiproliferative, anti-leishmanial and anti-inflammatory activities in different cell assays. The size of the fluorous segment was found to be critical for the biological activity, probably by regulating the aggregation and membrane-crossing properties, whereas the hydroxylation profile (gluco or galacto-like) was less relevant. Biochemical and computational data further support a mechanism of action implying binding to the allosteric lipid binding site of p38 MAPK and subsequent activation of the noncanonical autophosphorylation route. The ensemble of results provide a proof of concept of the potential of sp2-IGLs as immunoregulators.

Differences in school anxiety according to sex and academic year in elementary school students / Diferencias en ansiedad escolar en función del sexo y el curso academico en una muestra de estudiantes chilenos de educación básica

Resumen La literatura informa que la prevalencia de la ansiedad en edad infantil ha aumentado exponencialmente durante las últimas décadas, lo que ha generado la necesidad de monitorear de forma permanente los estados emocionales, principalmente en niños, y así evitar las dificultades de esta problemática. El objetivo fue establecer diferencias en ansiedad escolar en función del sexo y el curso académico en estudiantes chilenos de educación básica. Para esto se contó con 3212 alumnos de 30 colegios de Ñuble, en Chile, 1639 niñas y 1573 niños, en edades entre los ocho y los 15 años (M = 10,05, DT = 1,01). La ansiedad escolar se evaluó con el Inventario de ansiedad escolar para educación primaria, el cual evalúa tres sistemas de respuesta (cognitiva, conductual y psicofisiológica), y cuatro factores situacionales (ansiedad ante el castigo escolar, ansiedad ante la victimización, ansiedad ante la evaluación social y ansiedad ante la evaluación y el fracaso escolar). Los resultados indican que las niñas presentan niveles de ansiedad significativamente mayores que los niños, aunque de pequeña magnitud. Con respecto al curso académico, se observan diferencias estadísticamente significativas entre 4° y 5°, entre 4° y 6° y entre 5° y 6° año. Estos resultados corroboran los obtenidos en investigaciones previas y alertan sobre su permanencia en el tiempo.

Abstract The literature reports that the prevalence of anxiety in childhood has increased exponentially during the last decades, generating with it the need to permanently monitor emotional states mainly in children and thus avoid the difficulties of this problem. The objective was to establish differences in school anxiety according to gender and academic course in Chilean students of basic education. The sample consisted of 3212 students from 30 schools in Ñuble, in Chile, 1639 girls and 1573 children and ages between 8 and 15 years (M = 10,05, DT = 1,01), school anxiety was evaluated with the School Anxiety Inventory for children of Elementary Education, which evaluates three response systems (cognitive, behavioral and psychophysiological), and four situational factors (anxiety about social assessment, anxiety about evaluation and school failure, school punishment and anxiety about victimization). The results indicate that girls have significantly higher anxiety levels than boys, although of small magnitude. Regarding the academic year, there are statistically significant differences between 4th and 5th, between 4th and 6th and between 5th and 6th year. These results corroborate those obtained in previous research and alert about the permanence of them over time.

Relationship between attribution of success and failure and school anxiety in Chilean students of secondary education / Relación entre atribuciones de éxito y fracaso académico y ansiedad escolar en estudiantes chilenos de educación secundaria

Resumen El objetivo de este estudio fue comprobar la relación entre las atribuciones de éxito y fracaso académico en lenguaje y matemáticas y la ansiedad escolar en estudiantes de educación secundaria chilenos. Participaron 1314 estudiantes de 15 establecimientos de la provincia de Ñuble, en Chile, cuyo rango de edad osciló entre 13 y 17 años (M = 15.55; DE = 1.32). La ansiedad escolar se evaluó con el inventario de ansiedad escolar (IAES) y las atribuciones causales con la Sydney Attribution Scale (SAS). Los resultados mostraron que los estudiantes que atribuyeron menos sus éxitos y fracasos a causas externas en lenguaje obtuvieron medias más altas de ansiedad escolar. Por otro lado, presentaron mayor ansiedad escolar los sujetos que atribuyeron menos sus éxitos a la capacidad en matemáticas y más sus fracasos a la falta de capacidad tanto en matemáticas como en lenguaje. Por último, los estudiantes que atribuyeron más sus éxitos al esfuerzo en lenguaje mostraron puntuaciones medias más altas en ansiedad escolar. Se concluye que los datos corroboran hallazgos anteriores y alertan acerca de la necesidad de atender estas problemáticas en los procesos pedagógicos.

Abstract The aim of this study was to determine the relationship between attributions of academic success and failure in Language and Maths, and School Anxiety in Chilean high school students. It involved 1314 students from 15 secondary educational institutions, of Ñuble's province in Chile, whose age range was from 13 to 17 years (M=15.55, SD=1.32). School Anxiety was assessed with the School Anxiety Inventory (SAI), and causal attributions with the Sydney Attribution Scale (SAS). Results showed that students who attributed less their successes and failures to external causes in Language had higher means in school anxiety. On the other hand, subjects who had higher school anxiety attributed their success due to less ability in Maths and their failures to the lack of ability in Maths and Language. Finally, students who attributed their success due to effort in Language showed higher means in school anxiety. We conclude that the data support previous findings and warn about the need to manage these issues in school processes.

Relación entre autoeficacia y autoatribuciones académicas en estudiantes chilenos / Relationship between self-efficacy and academic self-attributions in Chilean students

Se analizó la capacidad predictiva de la autoeficacia académica percibida sobre las altas autoatribuciones académicas en una muestra de 874 estudiantes adolescentes chilenos. Se administraron la Escala de Autoeficacia Percibida Específica de Situaciones Académicas y la Escala de Atribución de Sídney. Los análisis de regresión logística revelaron que la autoeficacia académica fue un predictor estadísticamente significativo de las autoatribuciones a la capacidad y al esfuerzo, independientemente del área de conocimiento. Esta relación de predicción fue positiva en situaciones de éxito y negativa ante situaciones de fracaso. La autoeficacia predijo significativamente las autoatribuciones a causas externas en situaciones de éxito académico, en el área de lenguaje y en la suma de las puntuaciones tanto de lenguaje como de matemáticas.

It was analyzed the predictive ability of perceived academic self-efficacy on high academic self-attributions in a sample of 874 adolescents Chilean students. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) and the Spanish version of Sydney Attribution Scale (SAS) were administrated. Logistic regression analyses revealed that perceived academic self-efficacy was a statistically significant predictor of selfattributions to ability and effort, regardless of the area of knowledge. This predictive relationship was positive in successful situations, and it was negative in failure situations. Academic self-efficacy only significantly predicted self-attributions to external causes in academic success situations in the language area and the total of the scores both language and mathematics.

Relación entre tipos sociométricos y metas académicas en una muestra de estudiantes españoles de educación secundaria / Relationship between sociometric types and academic goals in a sample of Spanish students of Secondary Education

El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y metas académicas en una muestra de 1349 estudiantes (51.7% chicos) de educación secundaria obligatoria. La identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y las metas académicas fueron evaluadas mediante el AGTQ (Achievement Goals Tendencies Questionnaire). El AGTQ es una medida de autoinforme diseñada para medir tres orientaciones de metas: aprendizaje, logro y refuerzo social. Los resultados muestran que los estudiantes nominados positivamente por sus compañeros presentaron mayores puntuaciones en metas de aprendizaje y de logro que los estudiantes nominados negativamente. Además, los tipos sociométricos fueron predictores significativos de las metas académicas, ya que los estudiantes nominados positivamente por sus compañeros presentaron mayor probabilidad de alcanzar altas metas de aprendizaje y de logro que los estudiantes nominados negativamente.

The aim of this study was to analyze the relationship between sociometric types, behavioral categories and academic goals in a sample of 1349 students (51.7% boys) of compulsory secondary education. The students' sociometric identification was performed by the Programa Socio and academic goals was measured by the AGTQ (Achievement Goals Tendencies Questionnaire). The AGTQ is a self-report measure designed to measure three tendencies of goals: Learning goals, Achievement goals and Reinforcement Social goals. Results show that students nominated by their peers positively had higher scores on Learning and Achievement goals than students negatively nominated. Furthermore, sociometric types were significant predictors of academic goals, as students nominated by their peers positively were more likely to achieve high Learning goals and Achievement goals that students negatively nominated.

Diferencias en ansiedad escolar y autoconcepto en adolescentes chilenos / Differences in school anxiety and self-concept in Chilean adolescents

Resumen La ansiedad y el autoconcepto constituyen variables personales de gran influencia en el aprendizaje y el rendimiento académico. El objetivo de este estudio fue analizar las diferencias en ansiedad escolar en función de las puntuaciones obtenidas para las 11 dimensiones del autoconcepto. Participaron 1,414 estudiantes chilenos de educación media (695 hombres y 719 mujeres), con edades comprendidas entre los 13 y los 18 años (M = 15.31, DE = 1.45). El Inventario de Ansiedad Escolar (IAES) y el Self-Description Questionnaire II-Short Form (SDQII-S) fueron administrados para evaluar la ansiedad escolar y el autoconcepto, respectivamente. Los resultados revelaron que los adolescentes con bajas puntuaciones en autoconcepto presentaron puntuaciones significativamente más altas en ansiedad escolar que sus iguales con altas puntuaciones en autoconcepto. Este patrón de resultados fue similar para todas las dimensiones del autoconcepto a excepción de 2, el autoconcepto académico verbal y la escala de sinceridad-veracidad, para las que no se obtuvieron diferencias estadísticamente significativas.

Abstract Anxiety and self-concept are personal variables with a big influence on learning and academic performance. The aim of this study was to analyse the differences in school anxiety depending on the scores of the eleven dimensions of self-concept. 1,414 Chilean students of middle education participated, 695 men and 719 women aged between 13 and 18 years (M = 15.31, SD = 1.45). School Anxiety Inventory (SAI) and Self-Description Questionnaire II-Short Form (SDQII-S) were administered to assess the school anxiety and the self-concept, respectively. The results revealed that adolescents with low scores on self-concept had significantly higher scores in school anxiety than their peers with high scores on self-concept. This pattern of results was similar in all dimensions of self-concept with the exception of two, the verbal academic self-concept and the truthfulness-sincerity scale, which statistically significant differences were not obtained.

Trehalose- and glucose-derived glycoamphiphiles: small-molecule and nanoparticle Toll-like receptor 4 (TLR4) modulators.

An increasing number of pathologies have been linked to Toll-like receptor 4 (TLR4) activation and signaling, therefore new hit and lead compounds targeting this receptor activation process are urgently needed. We report on the synthesis and biological properties of glycolipids based on glucose and trehalose scaffolds which potently inhibit TLR4 activation and signaling in vitro and in vivo. Structure-activity relationship studies on these compounds indicate that the presence of fatty ester chains in the molecule is a primary prerequisite for biological activity and point to facial amphiphilicity as a preferred architecture for TLR4 antagonism. The cationic glycolipids here presented can be considered as new lead compounds for the development of drugs targeting TLR4 activation and signaling in infectious, inflammatory, and autoimmune diseases. Interestingly, the biological activity of the best drug candidate was retained after adsorption at the surface of colloidal gold nanoparticles, broadening the options for clinical development.

Neuronopathic Gaucher's disease: induced pluripotent stem cells for disease modelling and testing chaperone activity of small compounds.

Gaucher's disease (GD) is caused by mutations in the GBA1 gene, which encodes acid-ß-glucosidase, an enzyme involved in the degradation of complex sphingolipids. While the non-neuronopathic aspects of the disease can be treated with enzyme replacement therapy (ERT), the early-onset neuronopathic form currently lacks therapeutic options and is lethal. We have developed an induced pluripotent stem cell (iPSc) model of neuronopathic GD. Dermal fibroblasts of a patient with a P.[LEU444PRO];[GLY202ARG] genotype were transfected with a loxP-flanked polycistronic reprogramming cassette consisting of Oct4, Sox2, Klf4 and c-Myc and iPSc lines derived. A non-integrative lentiviral vector expressing Cre recombinase was used to eliminate the reprogramming cassette from the reprogrammed cells. Our GD iPSc express pluripotent markers, differentiate into the three germ layers, form teratomas, have a normal karyotype and show the same mutations and low acid-ß-glucosidase activity as the original fibroblasts they were derived from. We have differentiated them efficiently into neurons and also into macrophages without observing deleterious effects of the mutations on the differentiation process. Using our system as a platform to test chemical compounds capable of increasing acid-ß-glucosidase activity, we confirm that two nojirimycin analogues can rescue protein levels and enzyme activity in the cells affected by the disease.

Conducta prosocial y motivación académica en estudiantes españoles de Educación Secundaria Obligatoria / Prosocial behavior and academic motivation in Spanish High School Students

Este estudio analizó la relación entre conducta prosocial y metas académicas en una muestra de 2.022 estudiantes españoles. La conducta prosocial fue medida con la escala de Conducta Prosocial del Teenage Inventory of Social Skills (TISS) y las metas académicas mediante el Achievement Goal Tendencies Questionnaire (AGTQ). Los resultados revelaron que los estudiantes con alta conducta prosocial presentaron puntuaciones significativamente más altas en metas de aprendizaje y logro. La conducta prosocial fue un predictor positivo y estadísticamente significativo de metas de aprendizaje y logro. Además, las metas de aprendizaje y logro fueron predictores positivos y estadísticamente significativos de la conducta prosocial, mientas que las metas de refuerzo social fueron un predictor negativo y estadísticamente significativo de la conducta prosocial.

his study analyzed the relationship between prosocial behaviour and academic goals in a sample of 2,022 Spanish compulsory secondary education students. The prosocial behaviour was measured with the Prosocial Behaviour scale of the Teenage Inventory of Social Skills (TISS) and academic goals were measured with the Achievement Goal Tendencies Questionnaire (AGTQ). The results revealed that students with high prosocial behaviour presented higher significantly scores in learning and performance goals. Theprosocial behaviour was a positive and statistically significant predictor of learning and performance goals. Furthermore, learning and performance goals were positive and statistically significant predictors of the prosocial behaviour, whereas social reinforcement goals were a negative and statistically significant predictor of prosocial behaviour.