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Abstract Objective: To assess the relationship between internet addiction, quality of life, and sleep problems among adolescents. Method: This research was conducted with a representative sample of 875 adolescents. This cross-sectional study used the Internet Addiction Test, Pediatric Quality of Life Inventory™ version 4.0, Pediatric Daytime Sleepiness Scale, and sleep duration. Sociodemographic factors were also analyzed. Structural equation modeling was used to investigate relationships between variables. Results: After adjusting the model for covariances between the latent variables of daytime sleepiness and correlations between the physical and emotional domains of quality of life, the authors obtained satisfactory fit indices (RMSEA = 0.031, CFI = 0.926, TLI = 0.909, SRMR = 0.058). Internet addiction was positively associated with daytime sleepiness (rho = 0.549, p < 0.001) and negatively associated with quality of life (rho = -0.173, p < 0.001). By contrast, sleep duration was negatively associated with daytime sleepiness (rho = -0.089, p = 0.007), positively associated with quality of life (rho = 0.105, p = 0.014), and dependent on school shift (rho = 0.453, p < 0.001). Conclusions: Adolescents with higher levels of internet addiction had lower perceptions of quality of life and higher daytime sleepiness. Moreover, sleep duration had a positive correlation with quality of life. Given its detrimental effects on quality of life and daytime sleepiness, parents should better supervise internet use in adolescents.
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Objective: Transcranial direct current stimulation (tDCS) has mixed effects for major depressive disorder (MDD) symptoms, partially owing to large inter-experimental variability in tDCS protocols and their correlated induced electric fields (E-fields). We investigated whether the E-field strength of distinct tDCS parameters was associated with antidepressant effect. Methods: A meta-analysis was performed with placebo-controlled clinical trials of tDCS enrolling MDD patients. PubMed, EMBASE, and Web of Science were searched from inception to March 10, 2023. Effect sizes of tDCS protocols were correlated with E-field simulations (SimNIBS) of brain regions of interest (bilateral dorsolateral prefrontal cortex [DLPFC] and bilateral subgenual anterior cingulate cortex [sgACC]). Moderators of tDCS responses were also investigated. Results: A total of 20 studies were included (21 datasets, 1,008 patients), using 11 distinct tDCS protocols. Results revealed a moderate effect for MDD (g = 0.41, 95%CI 0.18-0.64), while cathode position and treatment strategy were found to be moderators of response. A negative association between effect size and tDCS-induced E-field magnitude was seen, with stronger E-fields in the right frontal and medial parts of the DLPFC (targeted by the cathode) leading to smaller effects. No association was found for the left DLPFC and the bilateral sgACC. An optimized tDCS protocol is proposed. Conclusions: Our results highlight the need for a standardized tDCS protocol in MDD clinical trials. Registration number: PROSPERO CRD42022296246.
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The dynamic coupling of stent degradation and vessel remodeling can influence not only the structural morphology and material property of stent and vessel, but also the development of in-stent restenosis. The research achievements of biomechanical modelling and analysis of stent degradation and vessel remodeling were reviewed; several noteworthy research perspectives were addressed, a stent-vessel coupling model was developed based on stent damage function and vessel growth function, and then concepts of matching ratio and risk factor were established so as to evaluate the treatment effect of stent intervention, which may lay the scientific foundation for the structure design, mechanical analysis and clinical application of biodegradable stent.
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Humanos , Fenômenos Biomecânicos , Constrição Patológica , StentsRESUMO
@#BACKGROUND: Learning success is a success of study process. It reveals by how the individual effort, time management, task complement, self-development and self sdutying skills. The GPA is a measurable outcome of those skills above. A motivation is a behavior and psychological complex that affects the skills. Otherwise, it is a process that motivates person by the intrinsic or extrinsic effect to a particular goal. Every student has his own permanent study manners and learning skill. It depends directly by how he motivates himself. Such study is deficient, actually in medical students in Mongolia. Therefore, we aimed to study how motivation effects in medical students learning success. METHODS: The present study is accomplished among 3-6 grade students who study by a general doctor in Mongolian National University of Medical Science by analytical study method and cross-sectional design. 536 students wer selected randomly. John Biggs’s R-SPQ-2F- Revised study process questionnaire 2 factor and Rein Cornel’s SRQ (Self regulationquistionnaire) and additional 5 questions are used. For the data analysis, IBM SPSS 21.0, SPSS AMOS soft wares are used to evaluate the descriptive and analytic statistics. Statistically significant differences between the groups were defined as p-values less than 0.05. RESULTS: The total number of students in our research were 536, thereform 23.5% were male (126), 76.5% were female (410) students. Highly GPA students engrained their own study technique because the variable of DS (p<0.01) is positively dependent with the GPA. Whereas the slight motivation (SM) is negativele correlated (p<0.001) with the GPA, therefore the variable of SM is less dependent. The Relactive approach motivation (RAM) is direct, positively dependent between good study strategy (GSS) and grade point average (GPA). Also, the positive learning methods (GSS) both are positively dependent for learning-succession. Although, it is enamored that good study strategy (GSS) are highly indication compared to other variables. Otherwise, GSS is more effective for learning-succession than a grade point average (GPA). If the students can own the right learning skill themselves, they will increase the learning-succession. CONCLUSION: Relative Autonomous Motivation is positively affects through good study strategy and learning success. Intrinsic motivation is more effective than other variables..