Negative Parenting, Adolescents’ Emotion Regulation, Self-Efficacy in Emotion Regulation, and Psychological Adjustment

Abstract

This study examines associations between parents’ rejection and control, adolescents’ self-efficacy in their regulation of negative emotions, and maladjustment. Path analyses were employed to test (a) whether adolescents’ dysregulation and self-efficacy regarding anger/sadness regulation mediate the relationship between parental rejection/control and adolescent maladjustment; (b) whether adolescent adjustment mediates the association between parental rejection/control and dysregulation and self-efficacy regarding anger/sadness regulation. Participants included 103 Italian adolescents (Time 1: M age = 15.57; 53% male), their mothers (n = 103), and their fathers (n = 79). Follow up data were assessed one year later (Time 2). At Time 1, adolescent reports of the frequency of mothers’ and fathers’ rejection and control were examined. At Time 2, adolescent-reports of their beliefs about self-efficacy in regulating anger and sadness, as well as anger and sadness dysregulation, were assessed by two methods: questionnaire and mobile ecological momentary assessment. At Time 2, mothers’, fathers’, and adolescents’ reports of adolescents’ aggressive behaviors and depressive problems were also assessed. Maternal rejection was associated with higher one year later aggressive problems, which in turn were associated with higher dysregulation of sadness, and lower self-efficacy in dealing with both anger and sadness. In addition, maternal rejection was associated with higher depressive symptoms one year later, which in turn were associated with lower self-efficacy in dealing with sadness and higher dysregulation of both anger and sadness. Finally, maternal control was associated with higher depressive symptoms, whereas paternal control was associated with lower depressive symptoms.

Madres, padres y representantes en la educación durante la pandemia. La dicotomía rural-urbana en Ecuador

“…Los ítems "retos de lidiar con el enfado de su hijo/a sobre las actividades de clase", que se conecta con la dimensión de la ansiedad, y "conocer las fortalezas de su hijo sobre las asignaturas", orientado a la dimensión establecida sobre el interés de aprender, se manifiestan con mayor reiteración en las zonas urbanas. Sobre el primero, se explica que el enfado es una respuesta emocional común durante la pandemia; al momento de detectarla, madres/padres/representantes deben actuar diligentemente con programas de intervención acompañados por la comunidad escolar para así mitigar los problemas de adaptación mediante una formación orientada a la inteligencia emocional (Di Giunta et al 2022). En cuanto al segundo, que se relaciona con las fortalezas específicas, la virtualidad impuesta por el aislamiento reporta una mayor autonomía por parte del estudiantado en torno a las habilidades digitales; el salto intergeneracional en comparación con sus ascendientes, además de las múltiples ocupaciones, avalan la existencia de un desafío (Williamson, Eynon y Potter 2020) sobre este particular.…”

Emotion dysregulation as cross-disorder trait in child psychiatry predicting quality of life and required treatment duration

“…This may be caused by the fact that the externalizing manifestation of ED in preschoolers elicit more negative, unresponsive or punitive reactions from caregivers [25] (Steinberg, & Darbick, 2015). This may pave the way for the development of lower self-esteem and feelings of guilt and shame, until nally by late adolescence these become 'incorporated' into a stable negative sense of selfworth [26] (Di Giunta et al, 2022). Developing effective emotion regulation is highly dependent on safe and supportive parent-child relationships (i.e.…”

The role of emotion regulation for general self-efficacy in adolescents assessed through both neurophysiological and self-reported measures

“…1 A great body of research suggests that adolescent emotion regulation (ER) represents an important component in the relationship between SE and developmental outcomes. [7][8][9][10][11] However, the neurophysiological mechanisms underlying the relationship between ER and SE, and the development of adolescents' SE beliefs in general, are still poorly understood. 12 Studies on the relationship between SE and physiological measures has been conducted in conjunction with neuroanatomical studies on regional gray matter and mean diffusivity, and behavioral studies on phobias and fear conditioning.…”