Salivary Alpha-Amylase Mediates the Increase in Hunger Levels in Adolescents with Excess Weight after Viewing Food Images.

Background: Salivary alpha-amylase (sAA) initiates the digestion process in the mouth and its levels might influence feelings of hunger and the propensity toward obesity. This study aims to evaluate basal differences in sAA between adolescents with excess weight (EW) and normal weight (NW), and the associations between sAA levels and feelings of hunger after viewing food images. Methods: Adolescents (13-18 years old) classified as EW (n = 30) or NW (n = 30) participated in the study. Saliva samples were collected before the administration of a food-choice task. Hunger was evaluated before and after the food-choice task. Results: EW adolescents showed lower basal sAA levels than NW adolescents and a greater increase in hunger levels after viewing food images. In addition, sAA levels had a significant inverse relationship with the increase in hunger in EW adolescents, but not in NW adolescents. Finally, significant inverse associations between sAA, BMI, and body fat percentage were found. Conclusions: Levels of hunger and changes therein, after viewing food are dependent on sAA levels in EW adolescents. This finding indicates that sAA levels may be a mediator of feelings of hunger in individuals with overweight in the context of viewing food cues, suggesting the utility of the sAA enzyme as a marker of hunger and propensity toward obesity.

Psychological and psychobiological stress in the relationship between basic cognitive function and school performance / El estrés psicológico y psicobiológico en la relación entre funcionamiento cognitivo básico y rendimiento académico

This study analyses the role played by daily stress, assessed through self-report and at the psychobiological level, in relation to basic cognitive function when predicting school performance. The sample comprised 100 schoolchildren (55 girls and 45 boys, age range 8 to 11 years) from a state school in the city of Malaga (Spain). Daily stress was assessed through the Children's Daily Stress Inventory (IIEC m Spanish; Tnanes et al., 2009). Psychobiological stress was measured through the cortisol/DHEAS ratio, derived from saliva samples taken in the morning on two consecutive days. Basic cognitive skills were assessed by means of the Computerized Cognitive Assessment System (CDR battery; Wesnes et al., 2003, 2000). Finally, the measure of school performance was the mean value of the final grades recorded in the child's school report. In addition to descriptive and correlational statistical analyses, multiple regression analyses were conducted in order to assess the model. The results show that children's daily stress self-reported contributes to predict school performance, and has proven to be more influential than basic cognitive function when it comes to predict school performance. Therefore, in order to achieve good school performance, a pupil not only requires good basic cognitive function, but must also present low levels of self-reported daily stress. These findings suggest a new way of explaining and predicting school failure

Este estudio analiza el papel desempeñado por el estrés cotidiano, evaluado a través de auto-informe y de los niveles psicobiológicos, en relación con la función cognitiva básica a la hora de predecir el rendirmento académico. La muestra está compuesta por 100 alumnos (55 niñas y niños de 45, con un rango de edad de 8 a 11 años) de una escuela pública de Málaga capital (España). El estrés diario se evaluó mediante el Inventario de estresores cotidianos en niños (IIEC; Trianes et al, 2009). El estrés psicobiológico se midió a través de la ratio cortisol / DHEA, derivado de varias muestras de saliva tomadas por la mañana en dos días consecutivos. Las habilidades cognitivas básicas se evaluaron por medio del sistema de evaluación cognitiva computarizada (batería CDR; Wesnes et al, 2003, 2000). Por último, el rendimiento académico se evaluó a través del valor medio de las calificaciones finales registradas en el informe de la escuela del niño. Además de los análisis estadísticos descriptivos y correlacionales, se realizaron análisis de regresión múltiple con el fin de evaluar el modelo. Los resultados muestran que el estrés diario autopercibido por los niños, actúa pronosticando el rendimiento académico con mayor peso que el funcionamiento cognitivo básico. Por lo tanto, a fin de lograr el buen rendimiento escolar, un alumno no sólo requiere una buena función cognitiva básica, sino que también debe presentar bajos niveles de estrés cotidiano auto-percibido. Estos hallazgos sugieren una nueva forma de explicar y predecir el fracaso escolar

Evaluación y tratamiento del estrés cotidiano en la infancia / No disponible

El estrés cotidiano infantil se refiere a contratiempos y preocupaciones que suceden en el entorno diario de los escolares. Se trata de un problema que se asocia a dificultades y disfunciones en el desarrollo socioemocional, por lo que es importante disponer de instrumentos para su diagnóstico en contextos escolares y familiares. Con esta finalidad se ha desarrollado una medida de autoinforme denominada Inventario de Estrés Cotidiano Infantil (IECI)*, validada y baremada en una muestra de escolares entre 6 y 12 años, hallándose unas propiedades psicométricas adecuadas. El presente artículo expone diversos resultados que ponen de manifiesto la importancia del estudio y evaluación del estrés cotidiano en población infantil , así como de su prevención y tratamiento, principalmente a través de intervenciones que promuevan la adquisición de estrategias de afrontamiento eficaces (AU)

Daily stress in childhood refers to the worries and setbacks that occur in the everyday lives of school-age children. As the problem is associated with difficulties and dysfunctions in social and emotional development there is a need for diagnostic instruments that can be used in school and family contexts. The Children’s Daily Stress Inventory (IECI* in the original Spanish) is a self-report measure that was developed to this end. It has been validated and normed in a sample of schoolchildren aged 6-12 years, and shows adequate psychometric properties. This paper presents various findings that highlight the importance not only of studying and assessing children’s daily stress, but also of preventing and treating it, principally through interventions that promote the acquisition of effective coping strategies (AU)

[Assessment of stress in childhood: Children's Daily Stress Inventory (Inventario Infantil de Estresores Cotidiano, IIEC)]. / Evaluación del estrés infantil: Inventario Infantil de Estresores Cotidianos (IIEC).

The present study introduces the Children's Daily Stress Inventory (Inventario Infantil de Estresores Cotidianos, IIEC) as a measure that assesses daily stress in primary school children. The inventory was applied to a sample of 1094 primary school students. The final version includes 25 dichotomic items covering the areas of health, school/peers, and family. The score is obtained by adding the total of positive answers. Analyses of items, reliability and several external pieces of evidence of validity based on relations with other variables are presented. The results show adequate psychometric properties for the assessment of daily stress in children.

Evaluación del estrés infantil: Inventario Infantil de Estresores Cotidianos (IIEC) / Assessment of stress in childhood: Children’s Daily Stress Inventory (Inventario Infantil de Estresores Cotidiano, IIEC)

El presente estudio ofrece una nueva medida para la evaluación del estrés cotidiano en población escolar mediante el desarrollo del Inventario Infantil de Estresores Cotidianos (IIEC). La administración del instrumento se realizó en una muestra de 1.094 alumnos de Educación Primaria. La versión final del inventario se compone de 25 ítems dicotómicos referentes a los ámbitos de salud, escuela/iguales y familia. Su puntuación se obtiene sumando el número de respuestas afirmativas. Se presenta un análisis de sus propiedades psicométricas, incluyendo análisis de ítems, consistencia interna, fiabilidad test-retest y diversas evidencias externas de validez basadas en sus relaciones con otras variables. Los resultados muestran propiedades psicométricas adecuadas para la evaluación del estrés cotidiano en la población infantil (AU)

The present study introduces the Children’s Daily Stress Inventory (Inventario Infantil de Estresores Cotidianos, IIEC) as a measure that assesses daily stress in primary school children. The inventory was applied to a sample of 1094 primary school students. The final version includes 25 dichotomic items covering the areas of health, school/peers, and family. The score is obtained by adding the total of positive answers. Analyses of items, reliability and several external pieces of evidence of validity based on relations with other variables are presented. The results show adequate psychometric properties for the assessment of daily stress in children (AU)