The interplay between emotion and cognition is essential for understanding behavior and mental health. Emotional and cognitive processes are linked through neural circuits, with brain networks such as the limbic system, default mode network, and executive control network modulating emotional responses and cognitive functions. Disruptions to these networks can impact emotion regulation and executive functioning. Children with acquired brain injuries, including pediatric brain tumor survivors (PBTS), may be especially vulnerable to such disruptions. This study explores how network disruptions affect emotion regulation and executive functioning. Participants included 18 typically developing children, 16 PBTS treated with surgery only, and 19 PBTS treated with surgery and radiation (13.14±2.65 years). Structural connectivity was examined using tractography, and resting state functional connectivity was assessed using magnetoencephalography (MEG). Emotion regulation and executive functioning were measured through the Behavior Rating Inventory of Executive Function and Cambridge Neuropsychological Test Automated Battery. Statistical modeling assessed the impact of connectivity on behavioral outcomes. Compared to healthy controls, PBTS showed greater differences in emotion regulation than executive functioning, structural compromise, and aberrant neural synchrony. No significant differences emerged between PBTS treated with surgery versus radiation. Structural connectivity influenced neural synchrony, emotion regulation, and executive functioning. Emotion regulation and executive functioning were interrelated, with structural compromise resulting in poorer outcomes through disrupted neural synchrony. These findings highlight the critical role of network connectivity in supporting emotion regulation and executive functioning, and underscore the importance of considering these processes as interconnected domains influenced by the organization of brain networks.

Internet addiction (IA) negatively impacts individuals' emotional regulation. However, previous studies have mostly focused on negative emotion regulation, neglecting the importance of regulating positive emotions. Internet addicts are more prone to emotional fluctuations following positive emotions, and elevated positive affect is a risk factor for mania and risky behaviors. Therefore, it is crucial to focus on the core deficits in positive emotion regulation among internet addicts, especially providing neural evidence to serve as targets for interventions. This study adopted a 2 (group: IA group; health control group) × 2 (emotion regulation condition: no emotional regulation; emotional regulation) × 2 (emotion regulation strategy: cognitive reappraisal and expression suppression) mixed experimental design. A total of 49 participants were included in the experiment (IA group: 22 participants; health control group: 27 participants). fNIRS was used to detect brain activity during emotional regulation. The results revealed that compared to the control group, internet addicts performed worse in regulating positive emotions, with lower activation in the dlPFC and a significantly reduced emotional regulation effect in the cognitive reappraisal condition, characterized by decreased effective connectivity from dlPFC to vmPFC. The effective connectivity between dlPFC and vmPFC plays a mediating role in the impact of internet addiction on emotion regulation. This study provides a reference for future interventions aimed at emotional issues in internet addicts, emphasizing the need to help maintain stable and balanced emotional states, focusing on enhancing cognitive reappraisal abilities and targeting the dlPFC and vmPFC for neural interventions.

The indirect effect of emotion regulation on the association between adverse childhood experiences and food addiction.

Early difficulties in the regulation of emotion, sleep and eating are common in early childhood and may shape developmental pathways of eating behaviours and weight. Understanding these pathways is key to identifying modifiable targets for promoting healthy eating and growth. This systematic review aimed to synthesise available evidence linking regulatory problems (RPs) of emotion, sleeping, and eating in early childhood to feeding, eating, and weight outcomes and evaluate methodological quality and level of evidence using the National Institutes of Health Quality Assessment Tool and best evidence synthesis. We searched MEDLINE, EMBASE, and PsycINFO for studies published in English from inception to September 2025. Eligible studies included children aged 3-36 months with a measure of RP and either parental feeding practice, child eating behaviour, or weight. Methodological quality was assessed, and a narrative synthesis undertaken. Thirty-eight studies were eligible for inclusion. Most were of moderate quality (n=33). According to best evidence synthesis, there was insufficient level of evidence for associations between emotion regulation and feeding, eating, and weight. There was moderate level of evidence for a cross-sectional association between sleep problems and eating behaviour, and of no association with weight. There was moderate level of evidence for an association between eating problems and feeding and weight. This review provides novel evidence that, while eating problems in early childhood are linked to feeding practices and weight, the evidence is less clear on the role of emotion and sleep regulation difficulties in shaping these trajectories. By highlighting early childhood as a critical yet underexplored period, our findings underscore the need for high-quality longitudinal research with homogeneous methodology to clarify whether early-life RPs represent modifiable intervention targets supporting healthy feeding, eating, and weight. PROSPERO REGISTRATION NUMBER: CRD42023463391.

Despite growing evidence of its role in individual well-being, little is known about how self-compassion influences parent-child interactions, particularly interpersonal and reciprocal processes. Integrative models that combine self-compassion, emotion regulation, and cognitive flexibility are needed to understand how these characteristics affect family dynamics. To cover theoretical and methodological gaps, this study analyzes longitudinal dyadic associations between self-compassion, emotion regulation difficulties, and cognitive flexibility in parent-child relationships. To this end, the Longitudinal Actor-Partner Interdependence Model (L-APIM) was employed as a dyadic analytic approach. The study sample comprised 248 adolescents and one of their parents (N = 496) residing in Türkiye. According to the analysis results, at the actor effects level, adolescents' self-compassion positively affects their cognitive flexibility, while parents' self-compassion negatively affects their own difficulties in emotion regulation. At the partner effects level, adolescents' self-compassion negatively affects their parents' difficulties in emotion regulation, while parents' self-compassion positively affects their children's cognitive flexibility. These results reveal that self-compassion has cognitive and emotional effects on the psychological functioning within the family and that an individual's internal resources play a decisive role not only for themselves but also for the psychological processes of family members with whom they have close relationships. These findings suggest that self-compassion intervention research should consider family psychological connections.

The power of context: Enhancing repetitive transcranial magnetic stimulation effects through skillful behavior.

Emotion dysregulation mediates the relationship between sexual and gender minority stress and psychopathology: A meta-analytic structural equation modeling approach.

Willingness to use video-game or gamified application-based interventions to improve or strengthen emotional regulation, mental health, and mental well-being.

Humor can be a powerful educational tool for helping students manage their emotions. This grounded theory study examines how teachers describe using humor to assist students in shifting between emotional states and meta-motivational moods. Fourteen teachers from Norwegian primary and lower secondary schools were interviewed individually, and their responses were used to create a theory regarding teachers' humor use. This study presents a theoretical framework that draws on key implications from reversal theory (Apter, 2007), illustrating how humor can be employed by teachers as a tool to help students manage their emotions and mental states. For example, humor is used to help transition between emotional pairs (e.g., from sadness to joy, stress to calm) and motivational states (e.g., from goal-oriented to playful). The theory explains how humor, applied with contextual sensitivity, can support students in regulating their emotions and meta-motivational states. These findings emphasize the importance of timing and teacher-student relationships in determining when and how humor can effectively support emotional regulation. The theoretical framework offers insights into how teachers can intentionally use humor to promote emotional flexibility and well-being in the classroom.

Determining the level of resilience amongst critical care transport professionals in a fixed-wing air ambulance environment.

Cognitive behavioral therapy effects on global functioning, domain-specific functioning, and quality of life in adult ADHD: A comprehensive meta-analysis.

Dynamic bidirectional relationships between weight concerns, restrained eating, and psychological distress in Chinese young adults: A daily diary study.

Childhood maltreatment and complex post-traumatic stress disorder (cPTSD) are common among people with psychosis. Traumatic life experiences may contribute to the neural substrates of psychosis. Affective pathways to psychosis outline the role of post-traumatic sequelae, but no studies have explored the neurobiological underpinnings of cPTSD in this population. We compared two groups meeting criteria for schizophrenia-spectrum disorders, with (n = 58) and without (n = 50) comorbid cPTSD. Region of interest (ROI) analysis was used to assess structural differences in ROIs identified by meta-analyses as overlapping between PTSD and psychosis. The cPTSD group showed enlarged limbic regions, including the bilateral anterior insula and left parahippocampus, and smaller prefrontal regions, including the left medial orbitofrontal cortex (mOFC). In the right mOFC, specific voxel volumes were larger, and others smaller, in the cPTSD group. All differences, aside from hippocampal volume, survived whole-brain analysis corrected for multiple comparisons. Post-hoc analyses indicated trends suggesting bilateral insula and mOFC volume correlated positively, whereas parahippocampal volume correlated negatively, with cPTSD symptom severity. To conclude, in people with comorbid cPTSD and psychosis, post-traumatic sequelae may be underpinned by anatomical differences in regions implicated in emotion regulation, especially the regulation of fear, supporting the neural characterisation of affective psychosis pathways.

Positive Teacher Development model understands the mechanisms of teachers' burnout and job satisfaction as a result of an interplay of multiple levels of individual ↔ context relationships, internal and external assets, being supported by teachers' relationships with students, colleagues, and school leaders. The model is grounded in the Socio-Ecological Model, Relational Developmental Systems Theory, and Self-Determination Theory. The fit of the model, a selection of direct and indirect paths, was tested on a sample of Slovene in-service teachers (n = 1191; 86.6% females; M age = 42.49; SD age = 9.42) with a measurement battery consisting of measures addressing internal assets (self-efficacy, intrinsic motivation, emotion regulation), external assets (work stressors, school values, system support), teachers‘ relationships (with students, colleagues and school leaders), job satisfaction, and burnout. The findings showcase the interconnectedness of internal and external assets with diverse direct paths leading from both internal assets and external assets to job satisfaction and burnout. • Interplay of multiple levels of individual ↔ context characteristics is essential. • External assets had stronger, more direct links to job satisfaction and burnout. • Relations with students and leaders strongly shape teachers' job satisfaction.

When work, study, and AI collide: Cognitive dissonance and emotional regulation in part-time translation master's students.

Emotional Disorders (EDs) are highly prevalent among university students, with only a small percentage (16.4%) receiving treatment. This study examines the feasibility and acceptability of delivering the Unified Protocol (UP) in two scalable formats and explores preliminary clinical outcomes in a university student population. Thirty-five university students (80% women, mean age = 21.29 years, SD = 1.87) with primary diagnoses of EDs were randomly assigned to either the blended-UP condition (n = 18) or the synchronous online UP condition (n = 17). The intervention involved 8 UP modules, delivered as either 9 weekly 2-h synchronous online group sessions or a blended format (4 synchronous online group sessions for modules 1, 4, 6 and 7+ autonomous work via the UP-APP). Depression, anxiety, transdiagnostic variables, difficulties in emotion regulation, maladjustment and quality of life were assessed at baseline, post-treatment and at 3- and 6-month followups. Satisfaction with the intervention received was also measured. Statistically significant changes were observed over time (main effect of time) for all evaluated variables (except in quality of life and positive temperament), with no 'Time × Condition' interaction, meaning that the scores evolved similarly in both conditions. Participants reported high satisfaction scores (8.91/10 in the blended condition and 9.38/10 in the synchronous online UP condition) and rated highly how the intervention had helped them to properly regulate their emotions (8.83/10 in the blended condition and 9.00/10 in the synchronous online UP condition). This study demonstrates that both the blended and synchronous online group formats of the UP are feasible and well accepted by university students, with associated improvements in emotional symptoms, and that the UP in these formats could be an efficient alternative to address the high demand for mental health support among university students.

Activation of the MKK4/7-JNK-c-Jun axis mediates bisphenol F-induced neurodegeneration and behavioural alteration in adult zebrafish.

The impact of screen-based media exposure on infant and toddler development: A systematic review of psychological and behavioral domains.

This study employs geopsychiatry as an explanatory lens to situate schools within a risk–protection ecology in conflict-prone settings, with empirical testing focused on school-based mechanisms measurable through survey data. Using a cross-sectional design, we examined the associations among students’ school-based well-being, student–teacher relationship quality, perceived school psychological environment, and student–school connectedness in a sample of 310 secondary school students. Analyses included Pearson correlations and hierarchical regression with interaction tests (predictors mean-centered), controlling for age, gender, and socioeconomic status (SES). Results indicated that psychological need satisfaction (PNS), resilience (RES), and positive affect (PA) were positively associated with perceived school psychological environment (SPS), whereas negative affect (NA) was negatively associated. SPS emerged as the strongest predictor of student–school connectedness (SSC), supporting a proximal mechanism pathway centered on school bonding. At the relational level, student–teacher closeness and dependency were positively associated with SPS and SSC, whereas conflict was negatively associated. Interaction findings suggested that under less optimal relationships (high conflict/dependency), students’ daily emotions became more consequential for perceptions of school climate. Resilience appeared more relevant as a protective resource, although interaction effects on the mediator equation were generally small and evidence for moderated mediation was inconsistent. These findings underscore the importance of an integrated approach that strengthens a safe and supportive school psychological climate, improves teacher–student relationship quality, and develops students’ resilience and emotion regulation as core components of school mental health promotion in high-risk contexts.

Situational controllability moderates the link between cognitive reappraisal, but not problem solving, and momentary distress.