Child and Adolescent Emotion Regulation: The Role of Parental Emotion Regulation and Expression

This paper reviews current literature relating to parent and child emotional functioning, specifically their emotion regulatory skills and emotional expression. Included are considerations regarding theoretical, methodological, and sampling strengths and weaknesses of existing literature. On the basis of the review, several directions for future research are proposed. First, it is argued that consistency in the measurement of emotion regulation is necessary, including assessment of more refined theoretical conceptualizations of regulatory types, skills, or strategies. Second, it is argued that emotion regulation developmental research examining the post-early childhood period is necessary in order to contribute to a more comprehensive understanding of youths’ emotion regulation. Finally, it is argued that greater examination of paternal influences on child emotional functioning, in addition to maternal influences, is required. Consideration of these issues in future emotion regulation research will ideally contribute to a greater understanding of the mechanisms involved in child and adolescent development of optimal regulatory capacities.     

母亲元情绪理念与儿童情绪调节能力发展的关系：母亲情绪调节的中介作用

以540名小学一、三、五年级儿童的母亲为对象,采用回归分析和路径分析技术,考察了母亲元情绪理念及其情绪调节对儿童情绪调节能力发展的预测作用及其机制。结果表明：（1）母亲情绪教导和情绪紊乱理念对儿童情绪稳定性的发展具有直接预测作用,且以其高冲动性为中介对儿童情绪稳定性的发展具有间接预测作用;（2）母亲情绪教导理念对儿童情绪调节性的发展具有直接预测作用,且以其情绪调节策略缺乏为中介对儿童情绪调节性的发展具有间接预测作用。因此,母亲情绪教导理念有助于其不良情绪的控制和更加灵活多样的情绪调节策略,而对自身不良情绪的有效控制和更灵活的情绪应对策略,将有助于促进其孩子情绪调节能力的发展。     

Cross-Cultural Competence: The Role of Emotion Regulation Ability and Optimism

Cross-cultural competence (3C) is critical for military personnel to understand and perform effectively in complex cultural environments and to interact with individuals from other cultures. The knowledge, skills, and abilities that make up 3C can result in clearer communication, build trust, and strengthen relationships in cross-cultural social contexts ( Selmeski, 2009 Selmeski, B. (February, 2009). Military Cross-cultural competence: Core concepts and individual development. Proceedings from the 7th Biennial Equal Opportunity, Diversity, and Culture Research Symposium. Patrick Air Force Base, FL. [Google Scholar]). This research investigated the role of emotional regulation and optimism in the development of 3C in military personnel. Results demonstrate that the ability to regulate emotions is positively related to 3C, both directly and through its effect on optimism.     

Age,Emotion Regulation,and Affect in Adulthood: The Mediating Role of Cognitive Reappraisal

Evidence indicates that older adults experience high levels of emotional well‐being. However, little is known empirically about the underlying mechanism of this state. The purpose of the present study was to investigate whether emotion regulation mediates the link between age and affect in adulthood. The sample consisted of 516 Japanese participants aged 30 (±1), 50 (±1), and 70 (±1) years, who were registered with an Internet survey company. Cognitive reappraisal and expressive suppression were measured as emotion regulation strategies. Positive and negative affect were assessed. Older participants reported lower negative affect than younger participants, while positive affect was not correlated with age. Cognitive reappraisal partially mediated the relationship between age and affect, whereas expressive suppression did not. The results suggested that age‐related increase in cognitive reappraisal could contribute to improvements in affect, but that another adaptive form of emotion regulation may mediate the relationship between age and affect. Our study thus indicates that developments in emotion regulation could explain the mechanism of stable everyday affect throughout adulthood, and that researchers should further explore another form of adaptive emotion regulation.     

Premenstrual Syndrome: The Role of Emotion Regulation Strategies and Trait Meta-Mood

Journal of Rational-Emotive & Cognitive-Behavior Therapy - The aim of the current study was to compare women with premenstrual syndrome (PMS) and with women in a non-PMS group with regard to...     

The Role of Emotion Regulation and Children's Early Academic Success

This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success.     

Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching

Parental emotion coaching involves acknowledging and validating children’s feelings, as well as guiding them on how to manage intense or negative feelings. Although parental emotion coaching has been identified as a potentially important factor for children’s emotional development, research into this topic is scant. The present study examined whether maternal emotion coaching can play a mediational role between family risk (i.e. economic disadvantage, family stress, and maltreatment) and emotion regulation in preschoolers. Seventy-four preschoolers, aged 46–58 months, and their maternal caregivers participated in an observational laboratory study, including a narrative task in which mothers and children reminisced about a mildly upsetting event. We coded these conversations for maternal emotion coaching behaviors with the Family Emotional Communication Scoring System. A family risk score was obtained via the Family Events Checklist and demographic data. We measured children’s emotion regulation with the Emotion Regulation Checklist. Increased family risk was associated with both reduced child emotion regulation and reduced maternal emotion coaching. Maternal emotion coaching partially mediated the relation between family risk and child emotion regulation, in particular child emotional lability. The findings support further research into the possibilities of training mothers in high risk families in emotion coaching skills in order to foster their children’s emotional development.     

Neuroticism and Depression in Children: The Role of Cognitive Emotion Regulation Strategies

This study's general objective was to analyze whether different types of cognitive emotion regulation strategies (CERS), namely adaptive strategies—specifically positive refocusing and positive reappraisal—and maladaptive strategies—self-blame, catastrophizing, and rumination—mediated the neuroticism-depression relationship in children 9–12 years old, and whether gender and school transition moderated the relationships proposed. A self-reporting measure was administered to 315 children to evaluate said variables. The resulting data were analyzed using structural equations. The study verified that maladaptive CERS partially mediated neuroticism's relationship with depression, while adaptive CERS, though negatively associated with depression, did not show a mediating effect on this relationship. The results provide evidence of the mediating function of maladaptive CERS on the neuroticism-depression relationship. Gender and school transition did not moderate the relationships proposed. Because, by their very nature, these strategies are modifiable, these results constitute an important finding that can be transferred to the design and content of child mental health prevention and promotion programs.     

Cultural Adjustment and Social Justice Behaviour: The Role of Individual Differences in Multicultural Personality

The present study examined altruistic behaviour using broad personality traits (the Big Five) and the narrow personality trait of cultural adjustment (multicultural personality) while controlling for social justice attitudes and other demographic variables. Using an analogue version of a modified dictator game, 153 participants were required to divide a variable amount of money between themselves and a hypothetical recipient who was treated unfairly in a prior dictator game (based on results from a separate sample). We varied the race (Black and White) and gender (male and female) of the fictional recipient to present the individual as either advantaged or disadvantaged in society. Participants were randomly assigned to one of three conditions with the recipient presented as (i) a White man, (ii) a White woman, or (iii) a Black man. A separate sample of 71 participants rated recipients as treated unfairly and as representing a marginalized group. Results showed that subscales of the Multicultural Personality Inventory predicted giving behaviour above and beyond the variance accounted for by broad personality traits and attitudes towards social justice. The discussion focuses on implications for research in social justice based on cultural adaptation and personality. Copyright © 2016 European Association of Personality Psychology     

中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用

本研究探讨中小学生正念注意觉知的发展及其与心理健康的关系,并考察情绪调节和积极重评在其中起到的中介作用。研究采用追踪设计,来自江西地区两所小学(4到6年级)和两所中学(7到9年级)的共1251名学生(男生691人,女生560人)在间隔半年的两个时间点分别填写了测量正念注意觉知、心理健康(生活满意度、抑郁、焦虑、学业压力)、情绪调节以及积极重评的问卷。结果表明：(1)中学生正念注意觉知显著低于小学生;(2)中小学生正念注意觉知与两个时间点的情绪调节、积极重评及心理健康均显著相关;(3)跨时间点中介效应检验结果表明,在中小学生正念注意觉知和各心理健康变量的关系中,情绪调节中介效应均显著,积极重评中介效应均不显著。结论：中小学生正念注意觉知与心理健康密切相关,正念注意觉知通过情绪调节能力间接作用于中小学生心理健康。     

The Mediator Role of Emotion Regulation Processes on Infertility-Related Stress

The objective of this study is to investigate gender differences regarding the mediator role of self-compassion and self-judgment on the effects of external shame, internal shame, dyadic adjustment, on infertility-related stress. One hundred and sixty-two women and 147 men with a primary infertility diagnosis completed the following set of self-report measures: Others as Shamer, Experience of Shame Scale, Dyadic Adjustment Scale, Self-Compassion Scale, and Fertility Problem Inventory. Path analyses results revealed that in women self-compassion fully mediated the effect of internal shame on infertility-related stress and partially mediated the effect of dyadic adjustment on this variable, while external shame had only a direct effect. In men self-judgment fully mediated the effect of external and internal shame on infertility-related stress. Dyadic adjustment had only a direct effect on infertility-related stress. In conclusion, there is a distinct role of self-compassion and self-judgment on the relationship between shame and infertility-related stress in men and women. Such differences should be taken into account in psychological interventions with these patients. Future research is warranted to further support our results.     

Mindful Parenting and Emotion Socialization Practices: Concurrent and Longitudinal Associations

Caregivers play a crucial role in the socialization of youth emotion understanding, competence, and regulation, which are implicated in youth social and emotional health; however, there is less understanding of parental psychosocial or cognitive factors, like mindful parenting, that may be associated with the use of particular emotion socialization (ES) strategies. This study tests a model of the cross‐sectional and short‐term longitudinal associations between mindful parenting and supportive and nonsupportive ES strategies in a community sample of parents (N = 246; 63.8% mothers) of youth ranging from ages 3–12. Caregivers reported on mindful parenting and ES strategies at two time points 4 months apart. The structural equation model indicated that higher levels of mindful parenting are positively related to supportive ES responses and negatively related to nonsupportive ES responses both concurrently and over time. The longitudinal association between mindful parenting and nonsupportive, but not supportive, ES was marginally larger for fathers as compared to mothers. Given the documented impact of ES strategies on youth emotional and behavioral outcomes and interventions emerging to educate parents about how to provide a healthy emotional atmosphere, incorporating a focus on mindful parenting strategies may provide one pathway to increase supportive responses and decrease nonsupportive ones.     

Assessing Emotion Regulation in Social Anxiety Disorder: The Emotion Regulation Interview

Social anxiety disorder (SAD) is thought to involve emotional hyper-reactivity and emotion dysregulation. However, the precise nature of the emotion dysregulation in SAD has not been well characterized. In the present study, the Emotion Regulation Interview (ERI) was developed to quantify the frequency and self-efficacy of five emotion regulation strategies specified by Gross’s (Review of General Psychology 2: 271–299, 1998) process model of emotion regulation. Forty-eight individuals with SAD and 33 healthy controls (HCs) were interviewed about responses during (a) a laboratory speech task and (b) two recent social anxiety-evoking situations. Individuals with SAD reported greater use of avoidance and expressive suppression than HCs, as well as lesser self-efficacy in implementing cognitive reappraisal and expressive suppression. These regulation deficits were not accounted for by differences in emotional reactivity. These findings highlight specific emotion regulation deficits in SAD, and support the idea that the Emotion Regulation Interview may be usefully applied to other clinical disorders.     

情绪调节的发展及其与情绪体验、情绪能力、情绪调节态度的关系

本研究使用追踪法考察情绪调节的发展及与其影响因素之间的关系,并对不同情绪调节策略在个体发展过程中的适应性进行探讨。对569位来自于上海地区的初中预备班和八年级学生进行测查,并于10个月之后进行第二次测查。 研究发现,随着个体的发展,其正性情绪体验逐渐减少,各种情绪调节态度的强烈程度均下降,情绪增强调节的使用呈递减趋势;情绪体验、情绪能力、情绪调节态度三者的变化在一定程度上能够预测情绪调节发展;在测试阶段一较多使用情绪减弱调节的青少年,在日后的发展过程中情绪能力提高的幅度较大且体验到更多正性情绪,说明了该策略在个体发展过程中具有更高的适应价值。     

人格特质与主观幸福感:情绪调节的中介作用

通过对1163名大学生被试进行人格特质、情绪调节策略的使用以及主观幸福感的测查,本研究探讨了气质性人格特质(神经质和外倾性)这种稳定的内在心理结构对主观幸福感产生影响的可能机制。结果发现:(1)除直接影响个体的主观幸福感外,神经质和外倾性还会通过重新评价策略的使用间接影响主观幸福感;(2)人格特质和重新评价策略的使用可以有效预测个体主观幸福感的变异;(3)习惯性地使用表达抑制策略对个体的主观幸福感并没有显著的影响。这些结果表明重新评价策略的使用在人格特质对主观幸福感的影响中具有重要的中介作用。该发现对进一步制定改善和提高个体的主观幸福感的干预措施具有重要的启示和指导意义。     

情绪、情绪调节策略与情绪材料记忆的关系

研究采用实验法,以288名中小学生为被试,考察了不同情绪状态、不同情绪调节策略与不同类型情绪材料记忆的关系。结果表明:(1)快乐情绪的再认反应时短于悲伤情绪,快乐情绪的再认正确率高于悲伤情绪。(2)表达抑制策略下,词汇与图片的再认反应时无显著差异;认知重评策略下,词汇的再认反应时短于图片;对词汇和图片的再认反应时,认知重评组短于表达抑制组;认知重评组的再认正确率高于表达抑制组。(3)快乐材料再认反应时短于悲伤材料;快乐情绪下快乐材料的再认正确率高于悲伤材料,悲伤情绪下悲伤材料的再认正确率高于快乐材料。     

The Role of Differentiation of Self in Predicting Rumination and Emotion Regulation Difficulties

Contemporary Family Therapy - The present study examined the predictive power of differentiation of self on rumination and emotion regulation difficulties. The participants (n?=?300),...