Objective To investigate oxidative stress markers and antioxidants in bipolar disorder (BD). Methods Electronic MEDLINE/PubMed/Cochrane‐Library/Scopus/TripDatabase search until 06/30/2019 for studies comparing antioxidant or oxidative stress markers between BD and healthy controls (HCs). Standardized mean differences (SMD) and 95% confidence intervals (CIs) were calculated for ≥3 studies. Results Forty‐four studies (n = 3,767: BD = 1,979; HCs = 1,788) reported on oxidative stress markers malondialdehyde (MDA), thiobarbituric acid reactive substances (TBARS), and total nitrites; antioxidants glutathione (GSH), uric acid, and zinc; or antioxidantenhancing enzymes superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPX), and GSH‐transferase (GST). Compared with HCs, BD was associated with higher GST (P = .01), CAT (P = .02), nitrites (P < .0001), TBARS (P < .0001), MDA (P = .01), uric acid (P < .0001), and lower GSH (P = .006), without differences in SOD, GPX, and zinc. Compared to HCs, levels were higher in BD‐mania for TBARS (P < .0001) and uric acid (P < .0001); in BD‐depression for TBARS (P = .02); and BD‐euthymia for uric acid (P = .03). Uric acid levels were higher in BD‐mania vs BD‐depression (P = .002), but not vs BD euthymia. TBARS did not differ between BD‐mania and BD‐depression. Medication‐free BD‐mania patients had higher SOD (P = .02) and lower GPX (P < .0001) than HCs. After treatment, BD did not differ from HCs regarding SOD and GPX. Conclusions Beyond a single biomarker of oxidative stress, the combination of several parameters appears to be more informative for BD in general and taking into account illness polarity. BD is associated with an imbalance in oxidative stress with some phase‐specificity for uric acid and TBARS and possible treatment benefits for SOD and GPX. Future studies should take into account confounding factors that can modify oxidative stress status and simultaneously measure oxidative stress markers and antioxidants including different blood sources.
Analizando los diferentes procesos mentales que se dan durante el aprendizaje desde diferentes paradigmas, donde el docente pasa de ser el protagonista y responsable del aprendizaje del alumno a ser quien planifica la enseñanza y la organiza para que sus alumnos realicen un aprendizaje significativo. En el aprendizaje autorregulado los aprendices son los que eligen y deciden sobre su conducta, siendo los artífices y promotores de sus aprendizajes. A través de este estudio sobre una muestra de estudiantes universitarios, utilizando el instrumento CEAM II (Cuestionario de Estrategias de Aprendizaje y Motivación), formado por preguntas sobre la motivación y las estrategias de aprendizaje pretendemos conocer la implicaciones de las diferentes dimensiones que lo forman. El análisis de las diferentes variables nos lleva a conocer qué valores son los más empleados por los estudiantes dentro de los factores de motivación (metas intrínsecas, valor de la tarea y autoeficacia) y de las estrategias de aprendizaje (elaboración, organización y metacognición), así como aquellos ítems más y menos valorados por los mismos. Los docentes debemos trasmitir a los estudiantes los contenidos de las diferentes asignaturas a través de una metodología que les resulte atractiva, así les facilitaremos la adquisición de los mismos.Descriptores: Estrategias de aprendizaje, Motivación, Rendimiento, Evaluación, CEAM II.Analyzing the different mental processes that occur during learning from different paradigms, where the teacher happens to be the protagonist and responsible for student learning to be who plans and organizes teaching for their students make significant learning. It should motivate, highlighting the importance of the matter and its implications for acredentar interest in it. Self-regulated learning learners are those who choose and decide on their conduct, being the architects and promoters of their learning.. Through this study on a sample of university students using the CEAM II (Learning Strategies Questionnaire and Motivation) instrument, consisting of questions about motivation and learning strategies we tried to understand the implications of different dimensions that form. The analysis of the different variables leads us to know which values are the most used by students in motivational factors (intrinsic goals, task value and self-efficacy) and learning strategies (preparation, organization and metacognition) as well as those items most and least valued by them. Teachers must convey to students the contents of different subjects through a methodology that is attractive to them, so we will provide the acquisition thereof.
El incremento de alumnado inmigrante en las aulas lleva a los centros educativos que tener que adaptarse para dar respuesta a las nuevas demandas sociales. En este trabajo abordaremos la educación intercultural desde el uso de la Tecnología de la Información y la Comunicación (TIC), buscando conocer la percepción que tienen los docentes sobre cómo se trabaja la competencia intercultural en las aulas a través de las TIC. Se ha llevado a cabo una metodología cuantitativa a través del cuestionario Rodríguez-Izquierdo (2015), que a través de tres escalas analiza la realidad de un centro educativo con un amplio número de alumnos inmigrantes. Los resultados muestran la percepción positiva que tienen los docentes sobre el uso de las TIC para trabajar la competencia intercultural aunque no se sienten preparador para su implementación en las aulas. No obstante, son conscientes de que la interculturalidad hay que abordarla adecuadamente en las aulas. Siendo necesaria una formación inicial y continuada por parte del profesorado en TIC.
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