Predictors of withdrawal behavior in adolescents: Parental emotional warmth, helicopter parenting, and emotion regulation.

This study explores the complex interplay between parental emotional warmth, social support, emotional regulation, and school bullying among students. Using a chain mediation model, we investigate how parental emotional warmth indirectly influences school bullying through the mediating roles of social support and emotional regulation. A sample of 566 students aged 10-13 participated in this study. The results indicate that parental emotional warmth significantly enhances social support, which in turn positively influences emotional regulation, thereby reducing school bullying behaviors. However, the direct effect of parental emotional warmth on school bullying was not significant. These findings highlight the importance of social support and emotional regulation as mechanisms through which parental emotional warmth affects school bullying. The study contributes to the theoretical understanding of the impact of family dynamics on children's behavior and provides practical insights for developing multi-faceted interventions to prevent and reduce school bullying. Future research should employ longitudinal designs and diverse populations to further validate these findings and explore cultural variations.

The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China

ObjectiveThis study examines the impact of childhood socioeconomic status on Chinese female university students’ fertility intentions and the mechanisms by which parental emotional warmth and subjective well-being play a role.MethodA total of 590 female university students at Gannan Medical University completed questionnaires. The childhood socioeconomic status scale, the simplified parenting styles questionnaire, the index of well-being, and fertility intention scale were used to measure childhood socioeconomic status, parental emotional warmth, subjective well-being, and Chinese female university students’ fertility intentions.Results(1) Childhood socioeconomic status, parental emotional warmth, subjective well-being, and fertility intentions among Chinese female university students were significantly positively correlated; (2) Childhood socioeconomic status significantly and positively predicted the fertility intentions of Chinese female university students; (3) Fathers’ emotional warmth and subjective well-being played separate mediating roles in the influence of childhood socioeconomic status on the fertility intentions of Chinese female university students; and (4) Parental emotional warmth and subjective well-being were chain mediators of the effect of childhood socioeconomic status on Chinese female university students’ fertility intentions.ConclusionThe results indicate that childhood socioeconomic status influences the fertility intentions of Chinese female university students both directly and indirectly. The indirect effect occurs through a chain mediation process involving parental emotional warmth and subjective well-being.

Parental emotional warmth plays a prominent role in adolescents’ hope, but few studies have examined the underlying mechanism between parental emotional warmth and hope in rural adolescents, or have compared the gender differences in the mediation models between parental emotional warmth and hope. Based on the developmental contextualism theory and Bernardo’s hope theory, this study examined the sequential mediating effect of perceived social support and prosocial behavior between parental emotional warmth and hope and test the gender differences between them. Seventeen hundred and one rural adolescents were surveyed with the Short-Form Egna Minnen av Barndoms Uppfostran (s-EMBU-C), Perceived Social Support Scale (PSSS), Prosocial Tendency Measure (PTM), and Hope Scale (HS). Correlation analysis showed that there were positive correlations between parental emotional warmth, perceived social support, prosocial behavior, and hope. The structural equation model showed that parental emotional warmth indirectly affected hope through the separate and sequential mediation of perceived social support and prosocial behavior. Multi-group analysis showed that boys were significantly higher than girls in the relationship between perceived social support and prosocial behavior. The results emphasized that improving parental emotional warmth, perceived social support, and encouraging rural adolescents’ prosocial behavior could effectively promote their hope.

The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children’s emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the ages of 4 – 5.5 that attend preschool educational institutions. A personal information form, Parent – Child Relationship Scale, Emotion Regulation Checklist and Wally Feeling Understanding Test were utilized as data collection tools. Data were tested with Pearson correlation coefficient and hierarchical regression analysis. Study findings demonstrated that there was a significant correlation between parent – child relations sub-dimensions and emotion regulation and emotional understanding skills. Furthermore, it was determined that child’s personal traits, family characteristics and parent – child relation sub-dimensions significantly predicted emotional understanding and emotion regulation skills sub-dimensions. Keywords: Parent-child relations, Emotional understanding, Emotion regulation, Preschool period

Emotion regulation has been identified as an important component of medical consultation but there is limited research on the topic. Two studies tested expected relationships between doctors’ emotion regulation (ER) skills and patient satisfaction and quality of doctor–patient interaction, focusing in particular on the role patient perceptions’ of doctors’ emotion regulation skills play in these associations. Study 1 comprised 100 patients reporting on their perceptions of doctors’ overall emotion regulation skills, communication quality and nonverbal immediacy, and their satisfaction with the care provided. Patients’ perceptions of doctors’ emotion regulation skills were associated with patient satisfaction and communication quality; patient perceptions of doctors’ nonverbal immediacy partially mediated these relationships. Study 2 collected data from 30 doctors who reported on their typical emotion regulation strategies of reappraisal and suppression and 139 of their patients who reported on satisfaction with the medical treatment and positive affect. As expected, doctors’ self-reported reappraisal was positively associated with their patients’ satisfaction and positive affect. Doctors’ suppression was also positively associated with patient satisfaction, while patients’ gender moderated these effects. The two studies empirically document proposed links between doctors’ emotion regulation and patient satisfaction. Notably, the results underline the role of patients’ perceptions of doctors’ emotion regulation skills and emotion expressions for patient outcomes and are in line with functional models of emotion in social interaction.

ObjectiveTo evaluate the impact of parenting styles and psychological resilience on physical activity (PA) levels in junior high school students, and to examine the mediating role of resilience in this relationship.MethodsA cross-sectional survey was conducted among 336 adolescents (195 boys, 141 girls) from Nanjing, Yangzhou, and Lianyungang in Jiangsu Province, China. Data were collected using the Chinese versions of the Physical Activity Questionnaire for Adolescents (PAQ-A), the Short-Form Egna Minnen Beträffande Uppfostran for Children (s-EMBU-C), and the Adolescent Resilience Scale. A one-way analysis of variance (ANOVA), Pearson correlation coefficients, logistic regression, and hierarchical multiple regression were used to explore the associations among variables. Mediation analyses were conducted using the PROCESS macro (Model 4, 5,000 bootstraps samples).Results(1) Gender and grade differences in PA were significant: girls were more likely to be in the low-PA group, while boys were more likely to be in the medium- or high PA groups. As grade level increased, the proportion of students in the low-PA group decreased, the medium-PA group increased, and the high PA remained stable (p < 0.01). No urban-rural differences were observed. (2) Parenting styles were significantly associated with PA levels: parental emotional warmth was positively correlated with PA, whereas paternal rejection was negatively correlated; overprotection showed weaker but still significant effects. (3) Hierarchical regression revealed that parental emotional warmth was a strong positive predictor of PA, while paternal rejection was a negative predictor. The final model explained 49.8% of the variance in total PAQ scores. (4) Psychological resilience mediated the relationship between parenting styles and PA. Emotional warmth had both direct and indirect effects on PA through resilience, while paternal rejection and overprotection influenced PA indirectly, with paternal rejection exerting the strongest negative indirect effect.ConclusionGreater parental emotional warmth and lower levels of paternal rejection are associated with increased PA levels among adolescents, with psychological resilience acting as a key mediator. These findings underscore the importance of strategies that promote positive parenting and resilience to enhance PA and support adolescent development.

Career choice anxiety is a growing concern among Chinese university students and may be shaped by family expectations and labor-market uncertainty. This study examined whether the association between parental emotional warmth and career choice anxiety was indirectly linked through life satisfaction and psychological resilience. A total of 590 students completed validated questionnaires; after screening, 508 father and 560 mother reports were retained for analysis. Structural equation modeling indicated that parental emotional warmth was associated with lower career choice anxiety, and this association showed significant indirect effects through life satisfaction and psychological resilience, both independently and sequentially. No significant differences were found between paternal and maternal emotional warmth. These findings are statistically consistent with the proposed mediation model and highlight the potential relevance of family-related emotional support in understanding career choice anxiety among Chinese university students.

Parental emotional warmth interacts with traumatic life events in predicting the onset of obsessive-compulsive disorder

Associations between parental emotional warmth, parental attachment, peer attachment, and adolescents’ character strengths

In this study, using a correlational research design, the predictive role of children’s and parents’ anxiety levels and parents’ emotion regulation skills on children’s sleep habits was examined. The research was conducted online during the fall semester of the 2024–2025 academic year with parents of primary school children (N = 220); 88% of the participants were mothers (n = 194) and 12% were fathers (n = 26). Participants were recruited via convenience sampling. Data collected through the convenience sampling procedure were obtained using a Personal Information Form, the Child Sleep Habits Questionnaire (CSHQ), the Spence Children’s Anxiety Scale—Parent Version (SCAS-Parent), the Parent Emotion Regulation Scale (PERS), and the Beck Anxiety Inventory (BAI). Pearson correlation analysis was used to determine the direction and strength of relationships among variables, and stepwise multiple linear regression analysis was employed to identify the predictive effects of parents’ and children’s anxiety levels and parents’ emotion regulation characteristics on children’s sleep habits. The findings indicated that both children’s and parents’ anxiety levels, as well as parents’ emotion regulation skills, were significantly associated with children’s sleep habits. The results were interpreted in the framework in the context of previous research; study limitations were identified, and recommendations were offered for practice and future research.

Parental emotional warmth and psychological Suzhi as mediators between socioeconomic status and problem behaviours in Chinese children

The purpose of this research is to analyze the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotional regulation skills. Sample of the research, which was designed according to relational scanning model, consisted of 303 mother-child pairs who were attending a pre-school educational institution during 2014-15 academic years, in Istanbul, selected by random sampling. The tools used for data collection were "Personal Information Form", "Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)", "Social Competence and Behavior Evaluation-30 (SCBE-30)" and "Emotion Regulation Checklist". Maternal acceptance-rejection levels were evaluated by themselves, whereas children's social competence and emotional regulation skills were evaluated by their teachers. The obtained data were analyzed by Pearson correlation test and t-test, using appropriate statistical software. As a result of the study, it has been found that there is a positive and significant relationship between a mother's acceptance level and children's "Social Competence" subscale of SCBE-30 and their emotional regulation skills. Keywords: Maternal acceptance-rejection, social competence, emotional regulation.

This article advocates for a reconceptualization of teacher development - one that centers emotional competence as a personal and pedagogical imperative. While pedagogical strategies and curricular design are widely recognized as foundational in teacher preparation, considerably less emphasis is placed on cultivating the internal resources teachers require to navigate the emotional demands of the profession. Addressing this gap, the present literature review investigates the role of mindfulness-based interventions (MBIs) in supporting the development of emotion regulation among in-service teachers. Rather than framing emotion regulation solely as an individual tool for stress reduction or professional composure, this review explores it as a dynamic, relational, and evolving competency essential to the emotional ecology of teaching. The central aim is to synthesize and evaluate the empirical evidence on the impact of MBIs on teachers’ emotion regulation skills, illuminating both the psychological mechanisms involved and their potential implications for classroom practice. A comprehensive literature search across three electronic databases (Scopus, PsychInfo, and Web of Science) was conducted. To be included in the review, studies had to: 1) be published in English, 2) discuss interventions for in-service teachers, 3) assess aspects of the emotional regulation process, and 4) evaluate both proximal and distal effects of mindfulness-based practices. The search identified 14 studies that met the inclusion criteria. The analysis revealed a significant shift in how emotion regulation is conceptualized: from a private, internal coping strategy to a public, embodied pedagogical practice that actively shapes classroom environments, teacher-student dynamics, and the professional identities of educators. Drawing on interdisciplinary research from psychology, education, and affective neuroscience, this review synthesizes current findings on mindfulness-based interventions (MBIs) designed to enhance teachers’ emotion regulation capacities.

The objective of the present study is to examine whether teacher-child relations predict children’s emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 373 children between the ages of 4 – 5 that attend preschool educational institutions. A personal information form, Teacher – Child Relationship Scale, Emotion Regulation Checklist and Wally Feeling Understanding Test were utilized as data collection tools. Data were tested with Pearson correlation coefficient and multiple regression analysis. Study findings demonstrated that there was a significant correlation between teacher – child relations sub-dimensions and emotion regulation and emotional understanding skills. Furthermore, it was determined that teacher – child relation sub-dimensions significantly predicted emotional understanding and emotion regulation skills sub-dimensions. Article visualizations: