Results suggested that subclinical bacteriuria is a nonprogressive condition in healthy female dogs and can be persistent or transient. No significant difference in the prevalence of subclinical bacteriuria in young and middle-aged dogs versus senior and geriatric dogs was detected. No dogs with subclinical bacteriuria developed clinical signs requiring antimicrobial treatment during the 3-month observation period. Healthy female dogs with subclinical bacteriuria may be a population of dogs in which antimicrobial treatment is unnecessary.

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Believing that one is either a "math person" or a "language person" can have important implications for students' engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs are dimensional comparisons; that is, students engage in intraindividual comparisons of their subjective abilities across domains such as math and language arts when making self-evaluations. Despite their fundamental impact on students' educational outcomes, our understanding of when dimensional comparisons begin to influence children's self-perceptions, how this influence might change as children grow older, and whether the pattern varies across different types of motivational beliefs is still limited. A meta-analysis of 142 independent samples, 210,954 participants, and 426 effect sizes showed that the correlations between students' math-and language-related motivational beliefs decreased from r = .32, 95% CI [.26, .37] for Grades 1-4 to r = -.01, 95% CI [-.07, .04] for Grades 9-12/13. A meta-regression revealed a significant moderating effect of students' grade level on the association between students' math-and language-related motivational beliefs (b = -.06, 95% CI [-.06, -.05]), indicating an increasing differentiation in these beliefs. Findings generalized over samples across the world and studies using different research designs and held true for motivational constructs such as ability self-concepts and interests. Our results suggest that dimensional comparisons are involved in the formation of students' domain-specific motivational beliefs across the childhood and adolescent years and that their relative importance increases over the school years.

BackgroundF2‐isoprostanes, a biomarker of oxidant injury, increase with advancing chronic kidney disease (CKD) in humans. In cats, the relationship between CKD and oxidative stress is poorly understood.ObjectivesTo determine whether cats with advancing CKD have increasing urinary F2‐isoprostanes.AnimalsControl cats without evidence of CKD (≥6 years old; n = 11), and cats with IRIS stage 1 (n = 8), 2 (n = 38), 3 (n = 21), and 4 (n = 10) CKD.MethodsThis was a prospective observational study. Urinary F2‐isoprostanes (specifically free 15‐F2t‐isoprostanes) normalized to urine creatinine (IsoPs) were compared among groups and tested for correlations with blood pressure, proteinuria, serum creatinine concentration, and urine specific gravity. The IsoPs also were compared between cats with and without hypertension or proteinuria, and in cats fed predominantly standard versus renal diets.ResultsUrinary IsoPs were increased, but not significantly, in cats with stage 1 CKD (median 263 pg/mg creatinine; range, 211–380) compared to controls (182 pg/mg; range, 80–348) and decreased significantly from stage 1 through advancing CKD (stage 2, 144 pg/mg; range, 49–608; stage 3, 102 pg/mg; range, 25–158; stage 4, 67 pg/mg; range, 26–117; P < .01). Urinary IsoPs were inversely correlated with serum creatinine (r = −0.66, P < .0001).Conclusion and Clinical ImportanceUrinary IsoPs are significantly higher in early CKD (stage 1) compared to cats with more advanced CKD. Additional studies are warranted to characterize oxidative stress in cats with stage 1 CKD and determine whether early antioxidant treatments have a protective effect on CKD progression.

Although the effect was not definitively established, many patients in the sub-group of PTH patients described here would benefit from shunt placement, especially when they simultaneously have large cranial defects after surgical decompression and underwent cranioplasties after shunt placement. Additionally, younger patients and those with less severe hydrocephalus before shunt placement may expect a better outcome after shunt placement.

Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6–9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7–9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.

Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self‐concepts over time, but little longitudinal research has directly tested this assumption. Using cross‐sequential data spanning Grades 1–12 (N = 1069, ages 6–18, 92% White, 2% Black, 51% female, collected 1987–1996), this study charted age‐related changes in the role of dimensional comparisons in students' ability self‐concept formation. It used three types of self‐concept measures: peer comparisons, cross‐domain comparisons, and no comparisons. Results indicated that the increase in students' use of dimensional comparisons in self‐evaluations substantially contributed to the increasing differentiation in students' math and verbal self‐concepts over time. Findings highlight the importance of dimensional comparisons in the development of students' ability self‐concepts.

In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.