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During adolescence, parental and peer support and emotional intelligence (EI) may play a protective role against the risk of becoming a victim of bullying. This study aims to assess the role of perceived parental and peer support in promoting individual EI, reducing the risk of victimisation. The sample consisted of 348 Italian middle and high school students. Victimisation risk, perceived parental and peer support, and EI were measured using questionnaires. A cross-sectional study and a Structural Equation Model with latent variables were conducted to assess the mediating role of EI in perceived parental and peer support and victimisation risk. Results indicated that EI fully mediated the association between perceived parent ([beta] = 0.20, p[less than or equal to] 0.001) and peer support ([beta] = 0.10, p[less than or equal to] 0.01) and victimisation risk. These data suggest the need to structure training to promote support in the social and family context to increase students' EI and thus reduce the risk of victimisation among students.

Backgrounds: Perfectionism is a multifaceted personality disposition characterized by striving for perfection, pursuing exceedingly high standards, and making highly critical self-evaluations. This disposition can impact mental and behavioral health and influence learning behavior in students. Perfectionism can foster a mastery orientation, where students commit to challenges and maintain confidence despite failures, or lead to learned helplessness, where students give up in the face of failure, attributing it to a lack of ability. Perfectionistic pressures from the environment, such as those perceived from teachers, may influence students’ personal perfectionism and learning behavior, and, in turn, their academic achievement. Methods: A structural equation modelling approach with latent variables was used to investigate the sequential mediating role of personal perfectionism (standard, order, and discrepancy) and learned helplessness/mastery orientation in the relationship between students’ perceptions of teacher perfectionism and their school achievements. We hypothesize that a mismatch between teachers’ expectations or evaluations and students’ actual performance (Teacher Discrepancy) may lead to students experiencing a gap between their self-perception and their actual abilities (Personal Discrepancy). This misalignment could result in feelings of helplessness and reduced achievement. On the other hand, if students perceive their teachers as having high standards and maintaining good order (adaptive perfectionism), this could encourage students to develop similar high standards and organizational skills (adaptive perfectionism), fostering a mastery-oriented mindset and ultimately enhancing their achievement. The study included 505 Italian high school students (Mage=16; SD =1.35). The instruments used were the Teacher Almost Perfect Scale, the Italian version of the Almost Perfect Scale-Revised, and the Learned Helplessness Questionnaire. Results: The SEM analysis revealed significant indirect effects. From Teacher Standards to school achievement via Personal Standards and mastery orientation (β = .12, p ≤ .01); from Teacher Discrepancy to School Achievement via Personal Standards and mastery orientation (β = -.04, p ≤ .01); from Teacher Discrepancy to School Achievement via Personal Discrepancy and mastery orientation (β = -.04, p ≤ .01). Conclusions: The findings highlight the roles of personal perfectionism (standards and discrepancy) and learning behaviors (learned helplessness/mastery orientation) in mediating the relationship between students’ perceptions of their teachers’ perfectionism and their academic achievement. This suggests that both the positive and negative dimensions of perceived teacher perfectionism can significantly impact students’ learning outcomes, mediated through their own perfectionistic tendencies. This study extends knowledge of factors that can impact students’ mental health, with important practical implications for prevent internalizing psychological disorders such as depression and anxiety.

A positive school climate promotes regular attendance through strong relationships, a sense of belonging, diversity promotion, clear rules, and safety, leading to improved relational and educational outcomes. This study explores how perceived academic and interpersonal competence mediate the relationship between school climate components and absenteeism, using Havik’s(2015) model. A cross-sectionalstudy of 539 Italian high school students employed structural equation modelling with latent variables to examine these mediations. Results indicated that perceptions of interpersonal competence mediated the relationship between Peer Connectedness ( =.16,p

Abstract Background In the last years, the classical pattern of diabetic kidney disease (DKD) has been partially overcome, because of the uncovering of a new DKD phenotype with significant renal dysfunction without presence of albuminuria: the non-albuminuric DKD (NA-DKD). To date, the cardiovascular risk associated with this phenotype is still debated. We investigated the cardiovascular risk and renal injury profile of NA-DKD subjects in comparison with other DKD phenotypes. Methods Pulse wave velocity (PWV), intima-media thickness, presence of carotid atherosclerotic plaque, renal resistive index (RRI), and a panel of urinary biomarkers of kidney injury were evaluated in 160 subjects with type 2 diabetes, stratified according to estimated glomerular filtration rate (eGFR) and urinary albumin to creatinine ratio (UACR) into four groups: controls (UACR

School alienation is a sense of estrangement from learning and knowledge, which is related with low academic achievement and often influenced by negative relationship with teacher and classmate, negatively affecting the student psychological well-being. In accordance with self-determination theory, the interpersonal context may or may not support the individual, depending on whether it contributes to satisfaction or, conversely, to frustration of the "basic psychological needs". Therefore, it is important to understand the factors that influence students' subjective well-being, in order to prevent the onset of problems that can have negative repercussions on their functioning and health. The main purpose of this study is to investigate the mediating role of the basic psychological needs on the relationship between students' perceptions of teachers' and classmates' need-supportive and need-thwarting interpersonal behaviors and school alienation and academic achievement. A total of 399 students, with an average age of 16.88 years, participated in this study. The results showed the role of basic psychological needs in the relationship between teachers' and classmates' need-supportive and need-thwarting interpersonal behaviors, school alienation, and academic achievement. This study extends the knowledge of the factors that can influence the school functioning of adolescents, with important application implications in school context.

Background and aimsFH women are less likely to receive intensive statin treatment and to obtain a 50% reduction of LDL-C from baseline compared to men with FH. SLCO1B1 rs4149056 might influence statin therapy compliance and thus LDL-C target achievement. Our aim was to evaluate the impact of SLCO1B1 rs4149056 on LDL-C target achievement after lipid lowering therapy (LLT) optimization in men and women with FH.MethodsThis was a retrospective observational study involving 412 FH subjects with a probable or defined clinical diagnosis of FH who had had genetic analysis from June 2016 to September 2022. Biochemical analysis was obtained from all subjects at baseline and at the last follow-up after LLT optimization.ResultsAfter LLT optimization the percentage of FH subjects on high-intensity statins decreased from the M/SLCO1B1- group to the W/SLCO1B1+ group and the same was found in LDL-C target distribution (for both p for trend < 0.01). The prevalence of SASE fear increased from the M/SLCO1B1- group to the W/SLCO1B1+ group and the same was observed in reported myalgia distribution (for both p for trend < 0.01). Logistic regression analysis showed that the W/SCLO1B1-, M/SCLO1B1+ and W/SCLO1B1+ groups were inversely associated with LDL-C target achievement (p for trend < 0.001) and the W/SCLO1B1+ group exhibited the strongest association.ConclusionA low prevalence of FH women with SLCO1B1 rs4149056 were on high intensity statins and they rarely achieved LDL-C target. The genotype effect of SLCO1B1 rs4149056 could be more pronounced in FH women than men.

The main purpose of this study is to investigate how students' perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students' psychological needs.

In accordance with the Self-Determination Theory, the interpersonal behavior of others can support or thwart the basic psychological needs and influence the well-being of students. Furthermore, several studies have shown that problematic internet use has a negative influence on the academic field. However, no studies have investigated the impact of need-supportive and need-thwarting interpersonal behaviors (using the SDT theoretical framework) on internet addiction, academic engagement, and academic achievement. For this reason, the main purpose of this study is to investigate the relationship between students' perceptions of others' behaviors that supported or thwarted their basic psychological needs, internet addiction, and academic engagement and the impact on academic achievement through two studies. In the first study, 889 students (age: M = 20.26, SD = 3.16), were used to investigate the dimensionality of the Italian version of the Interpersonal Behaviour Questionnaire (IBQ) and the reliability, convergent and concurrent validity. In the second study, 515 students (age: M = 20.26, SD = 3.16) were tested to investigate the mediating role of problematic internet use on the relationship between students' perceptions of others' behaviors that supported or thwarted their basic psychological needs and academic engagement and the impact on academic achievement. The results of the first study suggested that the Italian version of the IBQ shows good psychometric characteristics in the Italian context. The results of the second study confirmed the mediating role of problematic internet use and academic engagement as mediators between students' perceptions of need-thwarting interpersonal behaviors and academic achievement.

School alienation is a complex phenomenon that has recently attracted considerable attention from psychologists because of the negative consequences that may result from it, such as poor academic performance, learning difficulties, school disengagement, behavioral problems, and withdrawal from the educational system, which interfere with students' well-being and academic achievement. However, the behaviors engaged in (i.e., mastery or helplessness) by students who experience feelings of school alienation and the associated impact on their academic performance have been overlooked in research. For this reason, the aim of this study was to investigate the roles played by mastery orientation and learned helplessness in the relationship between school alienation and academic achievement. The study sample consisted of 1,316 Italian students, 504 male (38.3%) and 812 female (61.7%). All participants ranged from age 13 to 20 years, with an average age of 16.27 (SD = 1.45). The results highlighted the roles of mastery orientation and learned helplessness in the relationship between students' perceptions of school alienation and academic achievement. The findings contribute to the literature on school alienation, highlighting the potential implications for schools.

The aim of this manuscript is to examine the perceived parental perfectionism in undergraduate Italian students. Study 1 aimed at exploring the factorial structure, reliability, and construct validity of the Italian version of the Family Almost Perfect Scale (FAPS). The aim of Study 2 was to cross-validate the FAPS structure with a different sample and to examine the relationship of family perfectionism with personal perfectionism, self-esteem, and academic engagement. In Study 2, we compared different profiles of perceived perfectionistic families on these stated psychological indicators. Results provided evidence for the applicability of the FAPS in an Italian sample. Participants of Study 2 were classified by latent profile analyses into four different profiles of perceived perfectionistic families and compared on psychological indicators. The results confirm that family discrepancy is the most detrimental aspect of perceived parental perfectionism, which warrants attention through psychological counseling.

Instagram is an image-sharing social networking service (SNS) particularly enjoyed by young adults. It excessive and problematic use impacts users’ body image (BI). Individuals with negative BI feel dissatisfied with their appearance and body, and perceive a discrepancy between their current and ideal image. Instagram, in contrast to other SNS, focused uniquely on image-based content. As such, it is likely that Instagram differs from other social media in term of mediating processes linking its use to BI, reflecting the need to understanding the relationship between maladaptive Instagram use and body dissatisfaction. The main purpose of this study is to investigate, through a self-determination theory (SDT) framework, the mediating role of basic psychological needs (BPN) satisfaction/frustration and needs-supportive/needs-thwarting interpersonal behaviors on the relationship between maladaptive Instagram use and body dissatisfaction. The results showed the role of BPN satisfaction/frustration (autonomy, competence and relatedness) in the relationship between maladaptive Instagram use and body dissatisfaction. The sample comprised 525 young adults from several Italian university. This study extends the knowledge of the factors that can be related to the BI of young adults, with important application implications.

Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.

The purpose of this research was to conduct an exploratory study to investigate any differences in the risk of developing school refusal in students with low academic achievement and students with specific learning disorder (SLD), and moreover to compare both groups to students with high academic achievement. Furthermore, we want to investigate whether or not school self-esteem, interpersonal self-esteem, and psychological control are predictive of risk of developing school refusal. The sample consisted of 125 students, 66 males and 59 females, with an average age of 12.05 (SD=0.85), divided into a 36 students with low academic achievement, 58 with high academic achievement, and 31 with LSD. The results show differences in the manifestations of school refusal among the three groups. Furthermore, regression analysis has shown the relevant role played by self-esteem and perceived parental psychological control in the prediction of risk of school refusal. Educational and practical implications are discussed.

Glycemic homeostasis is an essential mechanism for the proper working of an organism. However, balance in blood lipid and protein levels also plays an important role. The discovery of the hormone insulin and the description of its function for glycemic control made fundamental scientific progress in this field. However, since then our view of the problem has been deeply influenced only in terms of glucose and insulin (in an insulin-centric and glucose-centric way). Based on recent scientific discoveries, a fine and sophisticated network of hormonal and metabolic interactions, involving almost every apparatus and tissue of the human body, has been theorized. Efficient metabolic homeostasis is founded on these intricate interactions. Although it is still not fully defined, this complex network can undergo alterations that lead to metabolic disorders such as diabetes mellitus (DM). The endocrine pancreas plays a crucial role in the metabolic balance of an organism, but insulin is just one of the elements involved and each single pancreatic islet hormone is worthy of our concern. Moreover, pancreatic hormones need to be considered in a general view, concerning both their systemic function as direct mediators and as hormones, which, in turn, are regulated by other hormones or other substances. This more complex scenario should be taken into account for a better understanding of the pathophysiology and the therapeutic algorithms of DM. As a consequence, improvements in modern medicine could help to contemplate this new perspective. This review is focused on some aspects of gut-pancreas interaction, aiming to integrate this synergy into a wider context involving other organs and tissues.

RESUMO Este trabalho relata a pesquisa que foi objeto da tese de mestrado de um estudante brasileiro, formado pela Universidade de Messina em Psicologia Clínica e da Saúde no Ciclo de Vida - A. A. 2018/2019. Estudar no exterior não é uma escolha simples. Os estudantes que decidem enfrentar esse tipo de experiência encontram grandes desafios cognitivos, físicos e pessoais. Esse tipo de mudança pode expor o aluno à vulnerabilidade emocional, favorecendo o surgimento de dificuldades, como gerenciar tarefas diárias, lidar com a carga de estudos, exames e gestão do dinheiro (FORBES-MEWETT; SAWYER, 2016). O objetivo da pesquisa foi examinar a relação entre estilo de apego e experiência emocional em uma amostra de estudantes universitários estrangeiros; especificamente sintomas relacionados à ansiedade de separação e sintomas depressivos. O estudo envolveu 80 estudantes estrangeiros da Universidade de Messina matriculados em um curso de três anos; mestrado ou doutorado. Os participantes responderam a um questionário estruturado relacionado à experiência de estudar no exterior, um instrumento que verificava o estilo de apego (Revised attachment scale for adults - Version for close relationships, Collins, 1996); um instrumento que avaliava a presença de sintomas de ansiedade (Measure of severity for separation anxiety disorder – adult, APA, 2013) e um instrumento para verificar a presença de sintomas de depressão (Beck Depression Inventory II, Beck, Steer e Brown, 1967). Os resultados desta pesquisa oferecem ideias para melhorar os serviços oferecidos aos estudantes estrangeiros, a fim de incentivar a integração na Universidade de Messina e o bom resultado dos estudos. Palavras-chave: Apego. Estudantes estrangeiros. Ansiedade. Depressão. ABSTRACT This work reports the research that was the subject of the master’s thesis of a Brazilian student, graduated from the University of Messina in Clinical and Health Psychology in the Life Cycle - A. A. 2018/2019. Studying abroad is not a simple choice. Students who decide to face this type of experience undergo great cognitive, physical and personal challenges. This type of change can expose the student to emotional vulnerability, favoring the onset of difficulties such as managing daily tasks, coping with the load of studies, exams and money management (Forbes-Mewett & Sawyer, 2016). The objective of the research was to examine the relationship between attachment style and emotional experience in a sample of university foreign students; specifically symptoms related to separation anxiety and depressive symptoms. The study involved 80 foreign students enrolled at the University of Messina in a three-year degree course; master degree or Ph.D. Participants answered a structured questionnaire related to their experience of studying abroad, as well as an instrument that checked the attachment style (Revised attachment scale for adults - Version for close relationships, Collins, 1996); an instrument that assessed the presence of anxiety symptoms (Measure of severity for separation anxiety disorder - adult, APA, 2013) and an instrument to verify the presence of depression symptoms (Beck Depression Inventory – II, Beck, Steer e Brown, 1967). The results of this research offer ideas for improving the services offered to foreign students, in order to encourage integration at the University of Messina and the successful outcome of studies. Keywords: Attachment. Foreign students. Anxiety. Depression.

The classic description of diabetic kidney disease (DKD) involves progressive stages of glomerular hyperfiltration, microalbuminuria, proteinuria, and a decline in the estimated glomerular filtration rate (eGFR), leading to dialysis. In recent years, this concept has been increasingly challenged as evidence suggests that DKD presents more heterogeneously. Large studies have revealed that eGFR decline may also occur independently from the development of albuminuria. This concept led to the identification of a new DKD phenotype: non-albuminuric DKD (eGFR < 60 mL/min/1.73 m2, absence of albuminuria), whose pathogenesis is still unknown. However, various hypotheses have been formulated, the most likely of which is the acute kidney injury-to-chronic kidney disease (CKD) transition, with prevalent tubular, rather than glomerular, damage (typically described in albuminuric DKD). Moreover, it is still debated which phenotype is associated with a higher cardiovascular risk, due to contrasting results available in the literature. Finally, much evidence has accumulated on the various classes of drugs with beneficial effects on DKD; however, there is a lack of studies analyzing the different effects of drugs on the various phenotypes of DKD. For this reason, there are still no specific guidelines for therapy in one phenotype rather than the other, generically referring to diabetic patients with CKD.

The present study aims to investigate the relation between perceived parental psychological control, school learned helplessness and mastery orientation, and also to test frustration intolerance as a mediator in the relation between perceived psychological control and school learned helplessness. The sample consisted of 214 (86 male and 128 female) high school students with an age range between 17 and 19 years (M = 18.20; DS = 0.98). Results indicated that maternal psychological control positively predicts frustration intolerance, and that in turn, frustration intolerance positively predicts school learned helplessness. Furthermore, there was a significant indirect effect of frustration intolerance in the link between maternal psychological control and school learned helplessness, pointing to an important mediating role for frustration intolerance. Theoretical and practical implications are discussed.

Background: The purpose of this study is to offer a scientific contribution on the possible role of some individual variables (predisposition to optimism, self-esteem, well-being, and perceived hopelessness) on the quality of life (QoL) perception of parents of children with autism spectrum disorder (ASD), given the lack of studies that investigate these variables in the Italian context. It was assumed that parents of children with ASD have lower levels of predisposition to optimism, self-esteem, perceived well-being, and QoL and higher levels of hopelessness perception compared to the parents of children with typical development. Furthermore, it was assumed that the QoL perception of parents of children with ASD is positively predicted by their predisposition to optimism, self-esteem, and perceived well-being and negatively by hopelessness. Method: The sample was composed of 172 parents: 84 parents of children with ASD and 88 parents of typically developing children. For the evaluation of the variables considered, the following instruments were used: Life Orientation Test-revised (LOT-r, Scheier e Carver, 1985; Giannini et al., 2008), PERMA-Profiler (Giangrasso, 2018), Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965; Prezza, Trombaccia e Armento, 1997), Hopelessness Depression Symptom Questionnaire (HDSQ - Metalsky e Joiner, 1991), and the Quality of Life in Autism Questionnaire (QoLA – Eapen, 2014). Results: The results confirmed the hypotheses; in particular, the regression analysis identified optimism together with the PERMA dimensions of realization and happiness as the positive predictors and hopelessness as the negative predictor of QoL. Conclusion: This study emphasizes the need to deepen the research and, consequently, to structure adequate interventions relative to the individual factors that could play a protective role on the QoL of parents of children with ASD.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Background/Objectives: Burden Syndrome, also known as Caregiver Syndrome, particularly affects those who serve in the role of informal caregiver in the presence of family members with conditions. The ABCX dual model examines the impact on the caregiver of the diagnosis of autism spectrum disorder (ASD) on the family. This model considers the severity of the stressor (A), the additional demands of life stress (aA), the family's internal resources (B), the family's external resources (bB), the family's assessment of the situation (C), coping strategies (cC), and outcome (X). The purpose of the present study is to investigate the relationships between resilience, guilt, and burden of care in caregivers of children with ASD. Methods: Various assessment instruments were used, including the "Caregiver Burden Inventory" to measure burden, the "Brief Resilience Scale" to assess resilience, the "Guilt Sensitivity Questionnaire" to examine guilt sensitivity, and the "DA.L.I.A." to collect information on parent and child characteristics. A total of 80 parents/caregivers participated in the research, including 53 women (Age M = 41.72; SD = 7.8) and 27 men (Age M = 43.35; SD = 6.29). Results: The findings indicate that individuals' resilience to stressful events correlates negatively with burden, a developmental subtype. However, guilt seems not to play a significant role in the overall perception of burden. In contrast, it was found that the use of informal supports is associated with higher levels of guilt and emotional burden, whereas the use of formal supports is correlated with higher emotional burden, but not higher perceptions of guilt. Conclusions: This study provides important information about the support needed by caregivers and suggests how to address emotional burdens to prevent burnout and support families with children with ASD. [ABSTRACT FROM AUTHOR]

Backgrounds: Perfectionism is a multifaceted personality disposition characterized by striving for perfection, pursuing exceedingly high standards, and making highly critical self-evaluations. This disposition can impact mental and behavioral health and influence learning behavior in students. Perfectionism can foster a mastery orientation, where students commit to challenges and maintain confidence despite failures, or lead to learned helplessness, where students give up in the face of failure, attributing it to a lack of ability. Perfectionistic pressures from the environment, such as those perceived from teachers, may influence students' personal perfectionism and learning behavior, and, in turn, their academic achievement. Methods: A structural equation modelling approach with latent variables was used to investigate the sequential mediating role of personal perfectionism (standard, order, and discrepancy) and learned helplessness/mastery orientation in the relationship between students' perceptions of teacher perfectionism and their school achievements. We hypothesize that a mismatch between teachers' expectations or evaluations and students' actual performance (Teacher Discrepancy) may lead to students experiencing a gap between their self-perception and their actual abilities (Personal Discrepancy). This misalignment could result in feelings of helplessness and reduced achievement. On the other hand, if students perceive their teachers as having high standards and maintaining good order (adaptive perfectionism), this could encourage students to develop similar high standards and organizational skills (adaptive perfectionism), fostering a mastery-oriented mindset and ultimately enhancing their achievement. The study included 505 Italian high school students (Mage=16; SD =1.35). The instruments used were the Teacher Almost Perfect Scale, the Italian version of the Almost Perfect Scale-Revised, and the Learned Helplessness Questionnaire. Results: The SEM analysis revealed significant indirect effects. From Teacher Standards to school achievement via Personal Standards and mastery orientation (β = .12, p ≤ .01); from Teacher Discrepancy to School Achievement via Personal Standards and mastery orientation (β = -.04, p ≤ .01); from Teacher Discrepancy to School Achievement via Personal Discrepancy and mastery orientation (β = -.04, p ≤ .01). Conclusions: The findings highlight the roles of personal perfectionism (standards and discrepancy) and learning behaviors (learned helplessness/mastery orientation) in mediating the relationship between students' perceptions of their teachers' perfectionism and their academic achievement. This suggests that both the positive and negative dimensions of perceived teacher perfectionism can significantly impact students' learning outcomes, mediated through their own perfectionistic tendencies. This study extends knowledge of factors that can impact students' mental health, with important practical implications for prevent internalizing psychological disorders such as depression and anxiety. [ABSTRACT FROM AUTHOR]