Background: Previous research has suggested that children with attention-deficit/hyperactivity disorder (ADHD) symptoms commonly show emotion dysregulation difficulties. These difficulties may partly explain the strong tendency for internalizing problems such as anxiety and depression to co-occur with ADHD symptoms. However, no study has yet provided a longitudinal analysis of the within-person links between ADHD symptoms, emotion dysregulation, and internalizing problems necessary to examine this hypothesis from a developmental perspective. Methods: We used data from the age 3, 5, and 7 waves of the large UK population-representative Millennium Cohort Study (n = 9,619, 4,885 males) and fit gender-stratified autoregressive latent trajectory models with structured residuals (ALT-SR) to disaggregate within-and between-person relations between ADHD symptom, emotion dysregulation, and internalizing problem symptoms. Results: We found that emotion dysregulation significantly mediated the longitudinal within-person association between ADHD symptoms and internalizing problems. Conclusions: Results underline the promise of targeting emotion dysregulation as a means of preventing internalizing problems co-occurring with ADHD symptoms.

Background: Previous research has suggested that children with attention-deficit/hyperactivity disorder (ADHD) symptoms commonly show emotion dysregulation difficulties. It has been suggested that these difficulties may partly explain the substantial co-occurrence of internalizing problems such as anxiety and depression with ADHD symptoms. However, no study has yet provided a longitudinal analysis of the within-person links between ADHD symptoms, emotion dysregulation, and internalizing problems necessary to determine if emotion dysregulation mediates the links between ADHD symptoms and internalizing problems. Methods: We used data from three waves (age 3,5, and 7) of the large UK population-representative Millennium Cohort Study (n = 9619, 4885 males) and fit an autoregressive latent trajectory model with structured residuals (ALT-SR) to disaggregate within- and between-person relations between ADHD, emotion dysregulation, and internalizing problem symptoms. Results: Consistent with our hypothesis, we found that emotion dysregulation significantly mediated the longitudinal within-person association between ADHD symptoms and internalizing problems. Conclusions: Results underline the promise of targeting emotion dysregulation as a means of preventing internalizing problems co-occurring with ADHD symptoms.

Background: Previous research has suggested that children with attention-deficit/hyperactivity disorder (ADHD) symptoms commonly show emotion dysregulation difficulties. These difficulties may partly explain the strong tendency for internalizing problems such as anxiety and depression to co-occur with ADHD symptoms. However, no study has yet provided a longitudinal analysis of the within-person links between ADHD symptoms, emotion dysregulation, and internalizing problems necessary to examine this hypothesis from a developmental perspective. Methods: We used data from the age 3,5, and 7 waves of the large UK population-representative Millennium Cohort Study (n = 9619, 4885 males) and fit gender-stratified autoregressive latent trajectory models with structured residuals (ALT-SR) to disaggregate within- and between-person relations between ADHD, emotion dysregulation, and internalizing problem symptoms.Results: We found that emotion dysregulation significantly mediated the longitudinal within-person association between ADHD symptoms and internalizing problems. Conclusions: Results underline the promise of targeting emotion dysregulation as a means of preventing internalizing problems co-occurring with ADHD symptoms.

Societies are confronted with significant and complex global challenges such as pandemics, climate change and the biodiversity crisis, which call for citizens’ better understanding of scientific information and its use in everyday decision-making. To narrow the gap between scientific knowledge and the public’s perceptions and everyday actions we need to know more about the factors that impact interest and positive attitudes toward science as well as understanding and acceptance of scientific information. Science capital, a concept that extends the bourdieusian notions of social and cultural capital to science, has been proposed to be an important factor in how people can understand and interact with science in their daily lives. In the present study, we examined science capital by conducting a population survey among Finnish adults. Participants (N=1,572) answered to 37 items concerning different aspects of science capital in addition to background questions of age, gender, education, and parental education. Exploratory factor analysis suggested that the science capital items formed four factors: visiting science-related places, science attitudes, science-related self-efficacy, and experienced early support to study science. Confirmatory factor analyses supported the four-factor solution. The results of structural equation models showed that older respondents had lower levels of science-related self-efficacy, they had experienced less early support, and showed more negative attitudes toward science than younger respondents. Higher education as well as higher parental education were associated with higher science capital across the four factors. Interestingly, age and education were stronger predictors of science-related self-efficacy and experienced early encouragement for men than for women, and mother’s education had a weaker association to science-related self-efficacy for men than for women. The present results shed new light to the concept of science capital and provide pointers for developing science-teaching interventions and policies that increase the acceptance and use of scientific information in society.

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