Emotion Regulation Inventory Research Articles

Social Anxiety in Students with Specific Learning Disorders Based on Emotion Regulation and Emotional Intelligence: The Mediating Role of Perceived Self-Efficacy

Background: One of the basic challenges faced by children with specific learning disorders (SLD) is social-emotional problems. Objectives: Considering the importance of social anxiety in interacting with others and its negative consequences in the family, society, and academic life of students with specific learning disabilities, the present study aims to develop a causal model of social anxiety in these students based on emotion regulation and emotional intelligence, taking into account the mediating role of perceived self-efficacy. Methods: The research employed a descriptive approach and utilized path analysis. The statistical population of this research comprised all the students with SLD who were referred to the student counseling centers and LD centers affiliated with the education organization of Sanandaj city in the academic year 2022 - 2023. The research sample consisted of 360 students aged between 8 and 12 years old with SLD, selected from the statistical population through purposeful sampling. In this research, the self-report version of Leibovitz's Social Anxiety Scale for children and adolescents by Masia-Warner et al., Shields and Cicchetti's emotion regulation inventory, Trait Emotional Intelligence Questionnaire by Mavroveli et al., and Muris' Children's Self-Efficacy Questionnaire were utilized. The fit indices of the model were also confirmed. Results: The variables of emotion regulation, perceived self-efficacy, and emotional intelligence directly affected the social anxiety of students with SLD. Additionally, the social anxiety of students with SLD was significantly related to the mediation of perceived self-efficacy with emotion regulation and emotional intelligence (P < 0.01). Conclusions: Therefore, to reduce the social anxiety of students with SLD, it is recommended that educators and experts develop educational programs to increase adaptive emotion regulation strategies, enhance perceived self-efficacy, and strengthen emotional intelligence.

A Comparative Analysis of Emotional Regulation and Maladaptive Symptoms in Adolescents: Insights from Iran and Belgium

(1) Background: Emotional regulation is a critical determinant of adaptive functioning during adolescence, exerting a profound influence on psychological well-being. This study seeks to deepen our understanding of the intricate interplay between emotional regulation and maladaptive psychological symptoms, examining these dynamics through a cross-country comparison. (2) Methods: A total of 224 adolescents, aged 13 to 21 years, from both Iran and Belgium, participated in a cross-sectional comparative study. The study aimed to elucidate the relationship between emotional regulation and mental health functioning, assessing internalizing symptoms, externalizing symptoms, and self-injury. A demographic questionnaire, the Emotion Regulation Inventory, the Strengths and Difficulties Questionnaire, and the Self-Harm Inventory, were administered. Data analysis incorporated correlation assessments, multivariate analysis of variance, and structured equation modeling. (3) Results: The findings revealed a positive association between emotional dysregulation and psychological symptoms across the entire sample. Conversely, emotional suppression, more prevalent in Iran, showed no significant link with maladaptive symptoms but was associated with self-harm in the Belgian sample. Cultural disparities were evident, with internalizing problems more prevalent in Iran and externalizing issues more common in Belgium. (4) Conclusions: Emotional dysregulation emerged as a common factor compromising mental health. It emphasizes the necessity of considering cultural nuances when developing interventional and preventative programs and calls for further research in this field.

A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape.

The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.

The Mediating Role of Intrinsic Motivation in the Relationship of Emotion Regulation Styles and Self-determination With Goal Pursuit In Iranian Adolescents

Objectives Pursuing goals can help adolescents gain a sense of meaning and purpose in life. On the other hand, failure to achieve goals can lead to depression and despair. Considering the importance of goal pursuit in adolescence, the present study aims to examine the mediating role of intrinsic motivation in the relationship of emotion regulation styles and self-determination with goal pursuit in Iranian adolescents. Methods This is a descriptive-correlational study using structural equation modeling (SEM). The study population consists of adolescents aged 15-19 in Tehran, Iran, of whom 503 were selected from high schools in four districts in Tehran using a convenience sampling method. They were asked to complete four questionnaires, including the persistence scale, emotion regulation inventory, emotional autonomy scale, and intrinsic motivation inventory. Data analysis was done by SEM using Amos software, version 22 and SPSS software, version 22. Results The emotion regulation styles, including dysregulated (β=-0.204, P=0.001), suppressive (β=0.124, P=0.040), and integrative (β=0.359, P=0.001) had a significant relationship with goal pursuit in adolescents. Based on the Bootstrap test results, the dysregulated (β=-0.054, P=0.007) and integrative (β=0.094, P=0.001) emotion regulation styles had an indirect relationship with goal pursuit through intrinsic motivation. Self-determination had no significant relationship with goal pursuit (P=0.137, β=0.077). Conclusion In Iranian adolescents, the integrative emotion regulation style can positively affect goal pursuit by promoting intrinsic motivation. Therefore, in interventions for improving goal pursuit in adolescents, this emotion regulation style should be considered to promote their intrinsic motivation and persistence in goal pursuit.

Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context

Teachers' psychological wellbeing is defined as their evaluation and contentment with their own fulfillment, wellness, and profession as a concept best observable in positive psychology. Therefore, the psychological well-being of teachers is intertwined with a variety of other concepts. In the past, investigations mirrored that emotional regulation, reflective teaching, self-efficacy, and identity play important roles in the psychological and mental health of language instructors. Despite the enormous impact they play, there has never been any study that specifically investigated the contribution of emotion regulation, reflective teaching, self-efficacy, or identity to the psychological well-being of language teachers. As a result, the purpose of this sturdy was to provide emphasis on the aforementioned interpersonal dynamics within an EFL context. The Language Teacher Emotion Regulation Inventory, the English Language Teacher Reflective Inventory, the Teachers' Sense of Efficacy Scale, the Professional Identity Scale, and the Psychological Well-Being at Work were all part of an online survey that 433 EFL teachers from China responded to. The data analysis conducted with Structural Equation Modeling as well as Confirmatory Factor Analysis via LISREL 8.80 suggested that the status of language instructors' emotion control, reflective teaching, self-efficacy, and identity may be expected to be a significant indicator for their psychological well-being. This was shown to be the case after they were subjected to a questionnaire. The results highlight the need of adding reflective practices, skills for emotional management, self-efficacy beliefs, and identity reconstruction within the curriculum of teacher training programs.

A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors

An individual’s capacity to successfully control their emotional experiences and react to them requires them to engage in a number of processes, including those that are physiological, behavioral, and cognitive. When educators engage in self-evaluation, they investigate and assess the quality of their professional work. These two teacher-related conceptions have the potential to open up valuable perspectives in the course of the professional pursuits of teachers. Even though earlier research has shown their significance, the potential implications of these factors on the resiliency and teaching style preferences of language instructors have not been emphasized. As a result, the purpose of this study was to determine the extent to which a language teacher’s ability to regulate their emotions while carrying out self-evaluation procedures may accurately predict their level of resilience as well as their preferred method of instruction. To accomplish this, 399 English as a foreign language (EFL) teachers were asked to reflect on their experiences by responding to the following related questionnaires: The Language Teacher Emotion Regulation Inventory (LTERI), The Core of Self-evaluation Questionnaire (CSEQ), the L2-teacher Grit Scale (L2TGS), Grasha Teaching Style Inventory (TSI) and the Engaged Teacher Scale (ETS). The results demonstrated that those EFL teachers who maintained healthy emotional control were grittier and more engaged. They also tended to teach in a manner focused on the students. The pedagogical implications of this research are discussed further in depth.

Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education

In recent years, more attention has been paid to the psychological and physical well-being of educators. Nevertheless, inadequate attention has been paid to the mediator function of teacher immunity (TI), teacher emotion regulation (TER), teacher resilience (TR), and teacher autonomy (TA) in higher education. This study developed a model to demonstrate the interplay between TI, TER, TR, and TA in an effort to solve the existing research gap. To compile this information, 492 university academics who are currently working in the position of English as a foreign language teacher at various universities throughout Iran have participated in an online survey. They were asked to expressed their opinions with respect to four instruments: the language teacher immunity instrument, the language teacher emotion regulation inventory, the teacher resilience scale, and the teacher autonomy questionnaire. Confirmatory factor analysis and structural equation modelling indicated that university professors who developed productive immunity and emotion regulation are more resilient and autonomous. In conclusion, the implications as well as the future direction of the study were presented to enthusiastic researchers as well as educators. This can help increase the researchers’ and educators’ understanding of the connection between TI, TER, TR, and TA and how it can produce positive results for students.

The impact of the COVID-19 pandemic on the incidence of non-suicidal self-injury; a comparison between Iran and Belgium

Introduction The outbreak of COVID-19 has heightened mental health challenges among adolescents worldwide, while also hindering the development of effective emotion regulation strategies. Nevertheless, there exists a pertinent requirement to further investigate the psychological ramifications of COVID-19 on adolescents, as well as to discern disparities in these impacts across various nations. In order to address this gap in research, this study compares the prevalence of NSSI (characterized by purposefully injuring one's own body tissues without suicidal intention or engaging in behaviors that are not socially approved or sanctioned.), emotion regulation strategies, and psychopathology (internalization and externalization) among Belgian and Iranian adolescents pre- and during the COVID-19 pandemic. Method Adolescents between the ages of 13-21 from Iran and Belgium participated in a two-wave longitudinal design. In Iran, the sample consisted of 117 adolescents in wave 1 (April 2019) and 142 adolescents in wave 2 (Nov 2020). The Belgian sample consisted of 376 participants in wave 1 and 356 adolescents in wave 2. NSSI was assessed using the Self-Harm Inventory (SHI). Emotion Regulation was examined via the Emotion Regulation Inventory (ERI). The S trengths and Difficulties Questionnaire for Youth (SDQ) was used to assess psychological symptoms. Result Across the whole sample, lifetime NSSI prevalence was 35% in the first wave and 43.8% in the second wave. Longitudinal analysis across waves and counties did not show an increase in the prevalence of NSSI but did find that emotion dysregulation and internalizing symptoms are important risk factors for NSSI across countries. Emotional suppression and emotional dysregulation were the most prevalent emotion regulation strategies in Iran, whereas emotional integration was most prevalent in the Belgian sample. Conclusion Our study highlights cultural differences on the impact of COVID-19 on adolescent mental health. But it also indicates the importance of certain universal risk factors, for example, emotional dysregulation. These findings can inform developers to tailor programs for (early) intervention culturally.

Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger.

As university professors' emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors' ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants' ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants' ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers.

Due to the potent role of teachers' emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers' self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher's anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.

Modeling the role of emotion regulation and critical thinking in immunity in higher education.

It is deemed that the effectiveness of teachers is highly entangled with psycho-emotional constructs, such as critical thinking (CT), emotion regulation (ER), and immunity. Despite the potential roles of CR, ER, and immunity, their possible relationships have remained unexplored in the higher education context of Iran. To fill in this lacuna, this study explored the potential role of CT and ER in university teachers' immunity in the Iranian higher education context. For this purpose, a total of 293 English university teachers were selected using a convenience sampling method. They were invited to fill out the Watson–Glaser Critical Thinking Appraisal-Form, Language Teacher Emotion Regulation Inventory, and Language Teacher Immunity Instrument. The findings of path analysis indicated that the university teachers with higher CT were more productively immunized. Moreover, the results revealed that ER could predict the university teachers' immunity. The findings of the study lead to this implication that higher order thinking skills, emotion regulatory strategies, and immune enhancement should be incorporated into educational programs of higher education.

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education.

Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.

Validating the Negative Emotion Regulation Inventory Measure of Emotion Regulation for Children in Preadolescence

Emotion modulation is achieved through various strategies. We further validated a measure of emotion regulation (ER), the Negative Emotion Regulation Inventory (NERI), designed by Zimmermann and Iwanski (2014) to assess emotions and ER strategies in situations intended to induce sadness, fear, or anger. U.S. children 9–14 years old ( n = 105) completed an adapted version of the NERI and measures of anxiety symptoms and attachment security. We replicated Zimmermann and Iwanski’s (2014) finding that ER strategies (adaptive regulation, social support seeking, dysfunctional rumination, expressive suppression) varied by emotion situation. We extended their study by showing that specific ER strategies were related to both anxiety symptoms and secure parent-child attachment. This cross-cultural replication and extension study provided some evidence for the reliability and validity of the adapted NERI in U.S. preadolescents.

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI).

Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

Emotion dysregulation in adult ADHD: Introducing the Comprehensive Emotion Regulation Inventory (CERI)

ABSTRACT Introduction Previous research has shown that Attention-Deficit Hyperactivity Disorder (ADHD) is linked to emotion dysregulation, but we still do not know enough about the specific nature of this deficit. The aim of the present study was therefore to study emotion dysregulation in adult ADHD using a new self-rating instrument, the Comprehensive Emotion Regulation Inventory (CERI). Methods The study included 390 participants, both adults diagnosed with ADHD and a comparison group. The CERI was created based on Gross’ process model of emotion. Unlike instruments already available, the CERI enables a detailed analysis of different strategies for regulating both positive and negative emotions and of the impact emotion dysregulation has on daily life. Results Results showed that the CERI has good psychometric properties, and a 5-factor solution was identified. Adults with ADHD differed from the comparison group with regard to how often they use different strategies, although effect sizes were small to medium. However, large effect sizes were found between ADHD and the comparison group with regard to problems implementing the use of various regulatory strategies and the negative impact on daily life functioning with regard to friendships, work/studies, or romantic relations. Within-group differences showed that adults with ADHD use the less advanced strategy suppression significantly more often compared to the more advanced strategies attentional deployment and reappraisal. Conclusions The CERI appears to be a valuable instrument for gaining more in-depth insights into emotion dysregulation in adults with mental disorders. Future research needs to examine what aspects of emotion dysregulation are shared between different mental disorders and what aspects might be specifically related to ADHD.

Analysis of the Emotion Regulation Inventory through IRT

Abstract Emotion regulation is a multiprocessual phenomenon capable of maintaining, intensifying or diminishing the emotional experience. This work investigated the psychometric properties of the Emotion Regulation Inventory for Learning Situations, using the Item Response Theory (IRT). Participants included 365 students from the 5th to the 9th grades of elementary school, with a mean age of 11.9 years (SD = 1.72), 57.5% female and 42.5% male. The results indicated problems in the instrument, such as small variability of the items and underutilized categories of response, and ways for the revision of the instrument, such as construction of more difficult items that require internal strategies, focused on the learning experience.

Psychological Determinants of Drug Abuse among Male Adolescents in Isfahan: A Structural Model.

Background:Drug abuse is one of the most prevalent public health problems around the world and Iran too. Drug abuse is influenced by various psychosocial factors. This study aimed to explain the relationship model of drug abuse based on perceived criticism, mindfulness, and emotion regulation in Isfahan male adolescents.Methods:This was a correlational cross-sectional study. A total of 350 male students were randomly selected from different high schools in Isfahan during the period of 2015–2016 academic year. Four questionnaires including the probability of drug abuse questionnaire, emotion regulation inventory, Mindful Attention Awareness Scale, and perceived criticism scale were employed. Data were analyzed using Chi-square and correlation coefficient, besides; Structural equation modeling was used to model the direct and indirect relationships between variables. In this regard, SPSS and AMOS softwares were used.Results:Out of the whole subjects, 49.7% had score above the median, indicating more likely to be drug abuser. There was a significant correlation between emotional reappraisal (r = −0.40), expressive suppression (r = −0.38), mindfulness (−0.57), and criticism (r = 0.57) with drug abuse among male adolescents (P < 0.001). Moreover, criticism through the emotional self-regulation had indirect effects on drug abuse. Totally 69% of the variance in drug abuse was explained by the study variables.Conclusions:In total, the results of this study revealed that high levels of drug abuse among students can be considered as a crucial issue, regarding the significant effects of psychological factors, adaptive emotion-regulation strategies, as well as school and family-based Psycho-social skills, are recommended.

ПСИХОМЕТРИЧЕСКИЕ СВОЙСТВА РУССКОЯЗЫЧНОЙ ВЕРСИИ ОПРОСНИКА «РЕГУЛЯЦИЯ ЭМОЦИЙ У РОДИТЕЛЕЙ»

The study is devoted to preliminary investigation Russian-language version of the questionnaire "Revised Parental Emotion Regulation Inventory" psychometric properties. The sample consists of 211 parents raising 1 child - 4 children, with 184 mothers (M=36,5) and 27 fathers (M=36,9). All five scales and total scale have good consistency (Cronbach's alpha from 0.78 and 0.84). Moderate retest reliability (one month interval) is shown (r = 0.75 to r = 0.61), which can indicate measurement of more situational characteristics of parental emotions regulation. Construct validity of the questionnaire was evaluated by means of correlations with scales that theoretically are connected with the emotional regulation in parents. It is generally acceptable. A higher levels of cognitive reassessment of unwanted child-related situations and suppression of thoughts about such situations were observed in parents raising children with autism spectrum disorders than in parents of neurotypical children. This indicates the criterion validity of the inventory. The results of the confirmatory factor analysis show incomplete compliance of the four-factor model with empirical data.

Profiling children's emotion regulation behaviours.

Callear, Harvey, and Bimler (2016, International Journal of Behavioral Development, 41, 456) organized children's emotion regulation behaviours into a coherent structure. However, further investigation is needed to identify core patterns of these emotion regulation behaviours. To identify clusters and prototypal constellations of emotion regulation behaviours, the 85 behavioural items comprising the Children's Emotion Regulation Inventory (ChERI) were ranked by 151 parents in order of applicability, using an ordinal sorting procedure (Method of Successive Sorts). Responses were aggregated in empirical scales, for classification of the cases using hierarchical and k-means clustering. The scales were based on nine key 'hotspots' of children's emotion regulation behaviours, interpreted as Outward Engagement, Inward or Somatic Focus, Disengagement, Disruptive, Impulsive/Labile, Social Connectedness/Compliance, Generating Closeness/Intimacy, Establishing Order and Generating Disorder. Five summary styles of children's emotion regulation emerged and are characterized on those scales. These hotspots and styles provide guidance to clinicians, parents, teachers, and other invested adults to assess and support children's emotional development. Statement of contribution What is already known on this subject? Measurements of children's emotion regulation predominantly focus on internal processes and/or isolated expressions of emotion regulation behaviours. Research detailing anger and anxiety emotion regulation styles exists (e.g., Carthy, Horesh, Apter, & Gross, 2010, Journal of Psychopathology and Behavioral Assessment, 32, 23; Zalewski, Lengua, Wilson, Trancik, & Bazinet, 2011, Journal of Experimental Child Psychology, 110, 141). Callear, Harvey, and Bimler (2016, International Journal of Behavioral Development, 41, 456) developed the Children's Emotion Regulation Inventory to identify children's observable emotion regulation strategies. What does this study add? Research does not investigate which clusters of children's emotion regulation behaviours are most commonly exhibited and nor does it investigate emotion regulation behavioural styles. Examines how children's emotion regulation behaviours co-occur. Identifies nine core clusters (groupings) of emotion regulation behaviours most commonly observed to be exhibited in children. Identifies five emotion regulation behavioural styles (common co-occurring patterns of emotion regulation behaviour clusters) in children.

The Mediating Role of Emotion Regulation in Relationship Between Criticism and Cigarette Smoking Among Male Adolescents

Background: Tobacco use is one of the major preventable causes of death in the world and is one of the most prevalent public health problems in Iran. Cigarette cravings are influenced by various psycho-social factors. Objectives: This study aimed to investigate craving a cigarette based on perceived criticism by parents, dose of usage, and emotional self-regulation in adolescents. Patients and Methods: This study was performed as a cross-sectional self-reported questionnaire and structural equation modeling. A sample of 350 male students were randomly selected from different high schools in Isfahan. Three questionnaires including Hooked on Nicotine Checklist (HONC), emotion regulation inventory, and Perceived Criticism Measure (PCM) were employed. Data were analyzed using the Chi-square, correlation coefficient, and structural modeling tests. Results: The results of this study showed that 34.4% of students had experienced smoking more than 20 cigarettes throughout their lifetime. There was a significant correlation between emotional reappraisal (r =- 0.48), expressive suppression (r = -0.58), and perceived criticism (r = 0.56) with cigarette cravings (P < 0.001). In addition to direct effect, perceived criticism through the emotional self-regulation and dose of usage had indirect effects on nicotine cravings. A total of 61% of variance in cravings towards nicotine was explained by the variables. Conclusions: In total, the results of this study revealed that high levels of smoking tendency in students is a crucial issue; therefore, students’ psychological problems such as negative experiences is associated with criticism by parents, adaptive emotion-regulation strategies, and prevention of smoking. Cautions regarding adverse health and social consequences of smoking to students should be taken into consideration by authorities and families.