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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. 负电荷聚苯乙烯微球对难愈合糖尿病足溃疡的临床和组织学疗效：随机盲法对照试验。
IF 3.6 2区 心理学
Educational Psychology Pub Date : 2025-06-01 Epub Date: 2022-05-29 DOI: 10.1177/15347346221104946
José Luis Lázaro-Martínez, Marta García-Madrid, Mateo López-Moral, Aroa Tardáguila-García, Francisco Javier Álvaro-Afonso, Yolanda García-Álvarez
{"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}
引用次数: 0
The relationship between trait mindfulness and academic performance: a meta-analysis 正念特质与学习成绩之间的关系：荟萃分析
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-09-05 DOI: 10.1080/01443410.2024.2390957
Yidi Mao, Juan Zhang, Yihui Wang, Yihan Zhang
{"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}
引用次数: 0
Attributions for failure and success at primary school: a person-centered approach to causal dimensions 小学阶段失败和成功的归因：以人为本的因果维度方法
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-29 DOI: 10.1080/01443410.2024.2396412
Laurent Brun, Pascal Pansu, Benoit Dompnier
{"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}
引用次数: 0
“Wow, you’re really smart!” – How children’s self-esteem affects teachers’ praise "哇，你真聪明！"- 儿童的自尊如何影响教师的表扬
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-29 DOI: 10.1080/01443410.2024.2396422
Nina Graf-König, Rosa Maria Puca
{"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}
引用次数: 0
Academic failure and psychological disengagement: can belief in school meritocracy make a difference? 学业失败与心理疏离：学校任人唯贤的信念能否改变现状？
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-28 DOI: 10.1080/01443410.2024.2394691
Céline Darnon, Alyson Sicard, Alice Normand, Delphine Martinot
{"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}
引用次数: 0
Exploring how demographic, adjustment, and online learning readiness related factors shape international students’ online learning anxiety: a hierarchical regression analysis 探索人口统计学、适应性和在线学习准备相关因素如何影响留学生的在线学习焦虑：分层回归分析
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-24 DOI: 10.1080/01443410.2024.2394695
Yingying Pan, Xiaoli Zheng
{"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}
引用次数: 0
Being a big fish in a little pond: student group composition, perceived academic standing, and young people’s academic self-concept 小池塘里的大鱼：学生群体构成、学术地位认知和青少年的学术自我概念
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-21 DOI: 10.1080/01443410.2024.2391529
Heidur Hrund Jónsdóttir, Kristjana Stella Blöndal
{"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}
引用次数: 0
Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest 自我效能潜在增长的短期和长期回报：课堂出勤率以及对知识、近端和远端兴趣的纵向影响
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-18 DOI: 10.1080/01443410.2024.2387549
Luke K. Fryer, Alex Shum, H. Nicholas Bovee, Kaori Nakao, Shuichi Ozono
{"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}
引用次数: 0
Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective 理解成就目标与自我调节学习之间的关系：多重目标视角
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-18 DOI: 10.1080/01443410.2024.2392013
Sungjun Won, Christopher A. Wolters
{"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}
引用次数: 0
Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback 小学班级中的社交行为、学习成绩、语言技能和同伴排斥：教师反馈的调节作用
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-12 DOI: 10.1080/01443410.2024.2387544
Ariana Garrote, Marion Diener, Brigitte Hepberger, Susanne Kuratli Geeler, Celina Nesme, Elisabeth Moser Opitz
{"title":"Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback","authors":"Ariana Garrote, Marion Diener, Brigitte Hepberger, Susanne Kuratli Geeler, Celina Nesme, Elisabeth Moser Opitz","doi":"10.1080/01443410.2024.2387544","DOIUrl":"https://doi.org/10.1080/01443410.2024.2387544","url":null,"abstract":"The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour reco...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"18 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217983","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}
引用次数: 0
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