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Hydroxychloroquine (HCQ) has gained significant attention as a therapeutic option for systemic lupus erythematosus (SLE) because of its multifaceted mechanism of action. It is a lipophilic, lysosomotropic drug, that easily traverses cell membranes and accumulates in lysosomes. Once accumulated, HCQ alkalizes lysosomes within the cytoplasm, thereby disrupting their function and interfering with processes like antigen presentation. Additionally, HCQ has shown potential in modulating T-cell responses, inhibiting cytokine production, and influencing Toll-like receptor signaling. Its immunomodulatory effects have generated interest in its application for autoimmune disorders. Despite its established efficacy, uncertainties persist regarding the optimal therapeutic concentrations and their correlation with adverse effects such as retinal toxicity. Therefore, standardized dosing and monitoring guidelines are crucial. In this study, we provide a comprehensive review of the mechanisms, efficacy, dosing variations, and retinal toxicity profiles of HCQ, which are essential to optimize SLE treatment protocols and ensure patient safety.

Adaptation is an important issue in freshmen at the beginning of college life. Existing research on this topic has heavily relied on cross-sectional design and focused on the role of individual and family factors. Few studies have employed longitudinal design and focus on non-family contextual factors such as peers and teachers. This study aimed to explore the changes in academic, social, and personal-emotional adaptation throughout the first year of college and the associated individual (i.e., self-control, presence of life meaning, coping style, and allocentrism) and interpersonal (i.e., friendship quality and teacher-student relationship) correlates. Participants were Chinese freshmen recruited from two colleges in Southern China. They answered questionnaires on an online survey website at the second and eighth month after entering college (final N = 843). The results showed that academic adaptation did not change significantly over time, while social adaptation showed a significant decrease and personal-emotional adaptation showed a significant increase. Moreover, after controlling for respective baseline levels, each type of adaptation was predicted by a few factors. Noticeably, self-control positively predicted changes in all types of adaptation. In sum, the findings suggest that academic, social, and personal-emotional adaptation show different patterns of changes among Chinese college freshmen and that good self-control is a crucial factor that facilitates better college adaptation., Author(s): Jian-Bin Li [sup.1] [sup.2] , Ying-Shuang Wang [sup.3] , Yao Sun [sup.2] , Yue Liang [sup.4] , Kai Dou [sup.5] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department [...]

Panic buying is a globally witnessed behavior during the outbreak of COVID-19. This consumer behavior is related to many undesirable consequences, ranging from disrupting economic stability to hindering timely provision of supplies to those in dire need. As such, to understand the causes and underlying mechanisms of panic buying is crucial. Based on terror management theory, this study examined the contribution of perceived risk, social media use, and connection with close others to panic buying. Data were collected through an online survey from 972 Chinese citizens (65.9% female, M.sub.age = 33.69 years) at the beginning period of COVID-19 in early February 2020. The results found that individuals with a higher level of perceived risk were more prone to engage in panic buying, but this link was mitigated by connection with close others when individuals less used social media. Theoretically, this study advances the understandings of the psychological processes of panic buying during health crisis. Practically, alleviating individuals' perceived risk, establishing a healthy habit of social media use, and strengthening social ties are important to circumventing panic buying in times of COVID-19., Author(s): Jian-Bin Li [sup.1] , Rui Zhang [sup.2] [sup.3] , Lin-Xin Wang [sup.2] , Kai Dou [sup.2] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Early Childhood Education, [...]

Establishing a coherent meaning in life has long been considered to be a protective factor of well-being, but this construct has been understudied in early adolescent development. The current study investigated the relationships between family allocentrism and depressive symptoms as well as the mediation effect of meaning in life in 214 Chinese and 201 Italian early adolescents. Although family allocentrism was higher in Chinese than Italian participants, it was significantly associated to lower depressive symptoms in both countries. Moderated mediational analyses showed that in both countries: (a) family allocentrism was positively related with presence of meaning; (b) family allocentrism and presence of meaning were negatively related to depressive symptoms; and (c) presence of meaning mediated the relationship between family allocentrism and depressive symptoms. In conclusion, family allocentrism and presence of meaning in life are important preventive factors of early adolescents' depressive symptoms in both collectivistic and in individualistic countries.

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students' capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = 0.190, p < 0.001, 95% confidence interval [0.151, 0.229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1-6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction.

Objective: Online aggression (OA) in Chinese university students is a public health concern. Drawing on the general aggression model (GAM), this study examines the extent to which nonviolent and violent stressful life events predict OA through altering moral cognition (i.e., moral disengagement). It also examines whether the two types of stressful life events interactively predict moral disengagement and whether violent stressful life events moderate the link between moral disengagement and OA. Method: Participants were 569 Chinese university students (Mage = 21.94 years, 42.5% males). They participated in a three-wave study, with 3-month spanning each wave, to self-report nonviolent stressful life events at Time 1 (T1), violent stressful life events and moral disengagement at T1 and Time 2 (T2), and OA at T1 and Time 3. Results: Results of path analysis showed that after controlling for the baseline levels of respective variables, T2 moral disengagement mediated the associations between T1 violent, but not nonviolent, stressful life events and Time 3 OA. The interactive effect between the two types of stressful life events at T1 on moral disengagement at T2 was insignificant; neither was the interactive effect between T2 moral disengagement and T2 violent stressful life events on Time 3 OA. The significance of results did not change after adjusting students' gender, age, and family socioeconomic status. Conclusion: These findings support the utility of GAM in explaining how OA develops in Chinese young people, implying that some situational inputs appear more important than others in these developmental processes. The results also shed light on strategies to prevent Chinese university students' OA. [ABSTRACT FROM AUTHOR]

Research Findings: This research investigated the association between job stress and emotional problems (i.e., depressive and anxious symptoms) as well as the mediation effect of self-control and the moderation effect of perceived social support among 118 mainland Chinese in-service kindergarten teachers. Participants took part in a three-wave longitudinal survey, with two months apart between each wave. They reported on their job stress at T1, self-control and perceived social support at T2, and emotional problems at T3. Results of moderated mediation model showed that after controlling for a number of demographic and occupational characteristics, high levels of job stress were positively related to emotional problems through self-control, particularly for those perceiving less social support. These findings reveal that low self-control and insufficient perceived social support are mechanisms partly explaining how and for whom job stress is related to depressive and anxious symptoms in kindergarten teachers. Practice or Policy: Reducing job stress, boosting self-control, and offering social support such as establishing a supportive workplace could be promising strategies to enhance mainland Chinese kindergarten teachers' emotional well-being.

Research Findings: This study examined the contribution of teacher-student conflict at kindergarten to the child's school adjustment in primary school using a Hong Kong sample. It investigated self-regulation as a mediator and parents' positive relations with others as a moderator in that transition. At Time 1 (T1), kindergarten teachers reported their levels of conflict with individual children (N = 324, 168 girls), whereas children's self-regulation was assessed with a Head-Toes-Knees-Shoulders Task. Fathers and mothers also rated their positive relations with others. At Time 2 (T2; 8 months later), when children were enrolled in primary school (N = 247, 126 girls), primary school teachers rated how well they adjusted to the new school. Moderated mediation analyses showed that although the direct effect of T1 teacher-student conflict on T2 school adjustment was not significant, the indirect effect of self-regulation was. T1 teacher-student conflicts were negatively related to children's self-regulation, which in turn predicted subsequent school adjustment. Interestingly, this indirect effect was significant only when parents' positive relations with others were low rather than high. Practice or Policy: The findings highlight the importance of both a warm and caring relationship in the home and self-regulation to successful school transition.

In infants with severe bronchopulmonary dysplasia (sBPD), severe pulmonary lobar emphysema may occur as a complication, contributing to significant impairment in ventilation. Clinical management of these infants is extremely challenging and some may require lobectomy to improve ventilation. However, prior to the lobectomy, it is very difficult to assess whether the remaining lung parenchyma would be able to sustain adequate ventilation postoperatively. In addition, preoperative planning and perioperative management are also quite challenging in these patients. This paper reports the utility of selective bronchial occlusion in assessing the safety and efficacy of lobectomy in a case of sBPD complicated by severe right upper lobar emphysema. Since infants with sBPD already have poor lung development and significant lung injury, lobectomy should be viewed as a non-traditional therapy and be carried out with extreme caution. Selective bronchial occlusion test can be an effective tool in assessing the risks and benefits of lobectomy in cases with sBPD and lobar emphysema. However, given the technical difficulty, successful application of this technique requires close collaboration of an experienced interdisciplinary team. [ABSTRACT FROM AUTHOR]