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Synthetic double-stranded small interfering RNAs (siRNAs) mimic interference RNAs (RNAi) and can bind target mRNAs with a high degree of specificity, leading to selective knockdown of the proteins they encode. However, siRNAs are very labile and must be both protected and transported by nanoparticles to be efficiently delivered into cells. In this work, we used a Janus-type polycationic amphiphilic β-cyclodextrin derivative to efficiently transfect siRNAs targeting mRNAs encoding mitogen-activated protein kinase (p42-MAPK) or Ras homolog enriched in brain (Rheb) into different cancer cell lines as well as astrocytes. We took advantage of this high transfection efficiency to simultaneously knock down p42-MAPK and Rheb to boost docetaxel (DTX)-mediated toxicity in two human prostate cancer cell lines (LNCaP and PC3). We found that double knockdown of p42-MAPK and Rheb increased DTX-toxicity in LNCaP but not in PC3 cells. However, we also observed the same effect when scramble siRNA was used, therefore pointing to an off-target effect. Indeed, we found that the siRNA we used in this work induced toll-like receptor 3 activation, leading to β-interferon production and caspase activation. We believe that this mechanism could be very useful as a general strategy to elicit an immune response against prostate cancer cells. Instituto de Salud Carlos III AC19/00075 Junta de Castilla-La Mancha SBPLY/19/180501/000067 European Cooperation in Science and Technology CA17140 Junta de Andalucía P20_00166 Ministerio de Ciencia e Innovación PID2020-120134RB-I00, RTI2018-097609-B-C21, PID2021-124247OB-C21, PID2019-105858RB-I00 ERANET NANO4GLIO

Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale&ndash, 24 (TMMS&ndash, 24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

This study complements extant variable-centered research that focus on the relationship between perfectionism and the autonomous and controlled motivation to exercise. A person-centered approach is used for identifying perfectionism profiles as well as analyzing inter-profile differences in terms of the six regulatory styles located on the autonomy-control continuum. A sample of 597 (Mage = 22.08, SD = 3.33) Ecuadorian undergraduates enrolled in a sport science degree program was employed. Latent Profile Analysis based on two higher-order perfectionism dimensions, Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC), supported a four-class solution: Non-Perfectionists (low PS and PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). Adaptive Perfectionists obtained the highest means on Intrinsic, Integrated, and Identified regulations. However, these differences where only significant when compared with Moderate Perfectionists, and only in the case of Integrated regulation, in comparison with Non-Perfectionists. In contrast, Maladaptive Perfectionists obtained significantly higher scores on Introjected and External regulations as well as on Amotivation than the other three classes. Results are discussed in light of Self-Determination Theory.

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

This study aims to analyze the relationship between Socially Prescribed Perfectionism (SPP) and affect during childhood. A sample of 804 students aged between 8 and 11 years old (M=9.57; SD=1.12), as well as the SPP subscale of the Child and Adolescent Perfectionism Scale and the 10-Item Positive and Negative Affect Schedule for Children, which assess the Positive Affect (PA) and Negative Affect (NA), were employed. The mean scores in PA and NA between students with high and low levels of SPP were compared. Students with high SPP significantly scored higher than their peers with low SPP, both in PA and NA. The effect magnitude of the found differences was small. Accordingly, the results of the logistic regression analysis revealed that both affective dimensions predicted positively and significantly high scores in SPP with Odd Ratio values of 1.08 and 1.05, respectively, for PA and NA. The results do not match the previous empirical evidence in adult and adolescent population. This implies that the consequences of considering the environment as demanding of perfectionism does not have the same consequences in childhood than in later ages.

The present study analyzed the psychometric properties of a Spanish translation of the child&ndash, adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors&mdash, Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)&mdash, showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were &omega, = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.

School attendance problems negatively affect students&rsquo, development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15&ndash, 18 years (M = 16.43, SD = 1.05). The School Refusal Assessment Scale&mdash, Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents&rsquo, with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.

The aim of this study was to examine the relationship between Socially Prescribed Perfectionism (SPP) and the Big Five personality traits in a sample of 804 Primary School students between 8 and 11 years old (M=9.57, SD=1.12). The SPP subscale of the Child and Adolescent Perfectionism Scale (CAPS) and the Big Five Questionnaire for Children (BFQ-N), which evaluate the traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness, were used. The mean difference analysis showed that students with high levels of SPP scored significantly higher on Conscientiousness, Agreeableness, Extraversion and Openness, with small effect sizes for all cases. In contrast, no significant differences were observed in Neuroticism. Logistic regression analysis revealed that all personality traits, except neuroticism, whose results didn’t reach the statistical significance, significantly and positively predicted higher scores on PSP, with OR levels ranging from 1.01 (for Conscientiousness and Agreeableness) to 1.03 (for Openness and Extraversion).

Positive (PA) and negative affect (NA) are related with aspects that are part of people&rsquo, s psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores.