Adolescent Emotional Development Research Articles

Family and parenting factors are associated with emotion regulation neural function in early adolescent girls with elevated internalizing symptoms.

A prominent tripartite model proposes that parent role modeling of emotion regulation, emotion socialization behaviors, and the emotional climate of the family are important for young people's emotional development. However, limited research has examined the neural mechanisms at play. Here, we examined the associations between family and parenting factors, the neural correlates of emotional reactivity and regulation, and internalizing symptoms in early adolescent girls. Sixty-four female adolescents aged 10-12 years with elevated internalizing symptoms completed emotional reactivity, implicit (affect labeling) and explicit (cognitive reappraisal) emotion regulation tasks during functional magnetic resonance imaging. Positive family emotional climate was associated with greater activation in the anterior cingulate and middle temporal cortices during emotional reactivity. Maternal emotion regulation difficulties were associated with increased frontal pole and supramarginal gyrus activation during affect labeling, whereas supportive maternal emotion socialization and positive family emotional climate were associated with activation in prefrontal regions, including inferior frontal and superior frontal gyri, respectively, during cognitive reappraisal. No mediating effects of brain function were observed in the associations between family/parenting factors and adolescent symptoms. These findings highlight the role of family and parenting behaviors in adolescent emotion regulation neurobiology, and contribute to prominent models of adolescent emotional development.

Association of Basic Psychological Need Fulfillment and School Happiness with Obesity Levels and Intensity of Physical Activity during Physical Education Classes in South Korean Adolescents.

This study examined the relationship between basic psychological need fulfillment (BPNF) and school happiness in relation to the intensity of physical activity exhibited by adolescents during physical education (PE) classes and their obesity levels. We measured BPNF and school happiness using a questionnaire administered to 600 junior high school students. After exclusion, 532 questionnaires were analyzed. A 3D accelerometer (GT3X model) from Actigraph and the body mass index were used to measure physical activity intensity and obesity, respectively. The findings of this study indicate that BPNF and school happiness were significantly associated with physical activity intensity. Specifically, students who engaged in high-intensity physical activity exhibited higher levels of BPNF and school happiness. Additionally, BPNF and school happiness were not significantly related to obesity, whereas a significant relationship was observed between BPNF, school happiness, and the interaction between physical activity intensity and obesity level. This finding implies that adolescents with higher physical activity intensity and lower obesity reported higher levels of BPNF and school happiness. These findings suggest that physical activity intensity during PE classes significantly influences emotional development. Therefore, incorporating moderate-to-vigorous physical activity into PE may serve as a strategy for promoting emotional development in adolescents.

Dampak Penggunaan Gadget Terhadap Perkembangan Emosional Remaja

This research aims to investigate the impact of gadget use on the emotional development of adolescents. The research method used is Literature Review or literature review with descriptive analysis. Gadgets, as modern electronic media, have become an integral part of teenagers' daily lives. However, excessive use of gadgets can cause emotional changes, social isolation, and negative impacts on teenagers' academic performance. Gadget addiction can also affect mental health, with symptoms of anxiety and depression as possible impacts. Parents and families need to monitor and guide teenagers in using gadgets wisely to ensure a healthy balance between technology and real life. The research results show that excessive use of gadgets can cause emotional instability, social isolation, and impaired academic performance in adolescents. In conclusion, it is important to monitor teenagers' gadget use in order to maximize the positive benefits without compromising their emotional and social well-being.
 

Peran Penyuluh Agama Dalam Mencegah Prilaku Agresif Remaja Di Desa Bayung Kepahiang

Emotional development in adolescence is a critical period in individual development. Aggressive behavior refers to intentional actions with the purpose of causing harm or injury to others. Adolescence is a critical phase that connects childhood with adulthood. Researchers conducted observations and interviews in Bayung Village, Kepahiang. With the aim of getting some accurate information and how the role of religious instructors in preventing aggressive behavior in adolescents there. The research conducted used a qualitative approach that refers to a research process that collects descriptive data both orally and in writing about individuals and observed behavior. The research was conducted using purposive sampling technique, which is a technique taken by setting certain characteristics in the selection of informants. In this study, researchers took 2 informants in Bayung Village, Kepahiang. With criteria, including: 1) extension workers who have overcome teenagers with aggressive behavior, 2) extension workers who have provided material in the form of preventing children who have aggressive behavior, 3) teenagers who behave aggressively. Based on interviews with religious counselors in Bayung Village, Kepahiang, several conclusions can be drawn regarding the role of religious counseling in preventing aggressive behavior in adolescents. Religious counseling provides a deep understanding of the moral and ethical values taught in religious teachings.

The Atypical Emotional Development in Adolescents with Bipolar Disorder and Relevant Interventions

Bipolar disorder (BD) has become a serious mental problem in the group of adolescents. The main symptoms of BD are depression, (hypo)mania, anxiety, and functional disabilities. The symptoms of the two subtypes of BD are different. The problem is that the probability of misdiagnosis is high, which may cause the non-serious symptoms to exacerbate. The methods of researching atypical emotional development include measuring the level of mood instability and examining the deficit in facial emotion and family factors. The symptoms of BD patients are highly connected with a high level of mood instability and a high level of inappropriate self-sacrifice from parents and relatives. The deficit of facial emotion is also one of the atypical processes. Dialectical Behavior Treatment is useful to decrease the level of depression and relieve BD symptoms. The probability of adolescents having BD is associated with mood instability. BD patients showed faster reactions to fearful faces and made mistakes in processing angry faces. Therapy barely influences BD symptoms, but dialectical behavior therapy had a great effect in remitting symptoms of BD. In that case, future study should pay more attention to the atypical emotional development and the precautions. This review can provide some guidance to relevant future intervention studies and practices for at-risk adolescents.

Longitudinal relations between maternal and adolescent emotion dysregulation and maternal autonomy support.

IntroductionMaternal characteristics and mother–adolescent relationships are thought to affect the emotional development of adolescents. Adolescents can learn to regulate their emotions by observing their mothers, and this is further facilitated by maternal autonomy support. Therefore, this study longitudinally examined the associations among maternal emotion dysregulation, maternal autonomy support, and adolescent emotion dysregulation.MethodParticipants were 466 Dutch adolescents (54.51% males; M age = 14.03, SD = 0.45) and 462 mothers (M age = 45.49, SD = 4.47), who completed self‐reports of emotion dysregulation and maternal autonomy support for five consecutive years.ResultsRandom Intercept‐Cross Lagged Panel Model analyses showed that at the between‐family level, maternal emotion dysregulation was correlated with adolescent emotion dysregulation, adolescent‐reported maternal autonomy support, and mother‐reported maternal autonomy support; and adolescent emotion dysregulation was correlated with adolescent‐reported maternal autonomy support. At the within‐family level, higher than usual maternal emotion dysregulation was positively related to adolescent emotion dysregulation at Time 1, yet, was negatively related to adolescent emotion dysregulation at other time points concurrently, and predicted lower adolescent emotion dysregulation in the next year. Also, higher than usual adolescent emotion dysregulation was related to lower adolescent‐reported maternal autonomy support both concurrently and the next year.ConclusionsBoth mothers and adolescents played an important role in adolescent emotional development. To promote adolescent emotional development, it is important to target both maternal emotion dysregulation to understand the development of adolescent emotion dysregulation, and adolescent emotion dysregulation to prevent mothers from providing less autonomy support to their adolescents.

Parenting Styles and Moral Emotions of Adolescents in Conflict with the Law

Abstract The cognitive and emotional development of adolescents is affected by how they perceive their parents’ upbringing, or parenting style. This study aimed to verify the relationship between the perception of parenting styles by adolescents who committed transgressive acts and compare it to that of adolescents without such a history, also searching for associations with the moral emotions of pride, shame, and guilt. In total, 219 adolescents in conflict with the law and 243 non-offender adolescents participated in the study. They answered questionnaires containing sociodemographic questions and scales that assess moral emotions and parenting styles. The Chi-square and t-test were used to verify significant correlations between the demandingness dimension of the perceived parenting style and the practice of transgressive acts. Results revealed that the demandingness dimension and two guilt factors can act as protection against transgressive acts, especially in male adolescents.

Емаптия и благополучие в юношеска възраст

So many challenges in current world lead us to believe that there is a growing gap between generations and their ability to experience and perceive belonging, pro-social behaviour and psychological wellbeing. Without any doubt adolescence holds the key to physical, psychological, moral and emotional development, successful adaptation and ultimately psychological wellbeing. Doing so on one side requires mastering social and emotional skills such as empathy. On the other side technological development and progress has changed the direction and the way people communicate, leading to change in the skills adolescents develop and master in order to belong, be capable and to count. Does this mean that those set of skills will replace others or would that mean they build on each other? Using knowlage of cognitive, moral and emotional development of adolescents and looking at the way adolesents perceive their own wellbeing, the current article aims to present the results of a research of the correlation between the empathy levels and psychological wellbeing in adolescence.

Mother-Adolescent Neural Concordance in Response to Distress is Related to Greater Mother-Adolescent Concordance of Perceived Adolescent Anxiety

• Mother-child affective attunement is important for adolescent emotional development • Mother-adolescent dyads viewed clips of comforting interactions during fMRI • Mother-adolescent dyads rated adolescent affective symptom severity • Mother-adolescent brain concordance related to adolescent anxiety rating agreement • Neural similarity may help mothers and adolescents attune to one another

Transdiagnostic Implications of Parental Socialization of Child and Adolescent Emotional Development: Commentary and Future Directions.

This special issue consists of 23 articles focusing on parent socialization of emotion in children and adolescents as a transdiagnostic factor for the development of psychopathology. The papers in this special issue span various emotion socialization domains, methodologies, ages, and clinical and non-clinical populations, highlighting the promise, as well as complexities of, such transactional work. Our goals for this commentary include synthesizing the articles, highlighting common themes, and suggesting future research initiatives involving measurement, developmental, and cultural considerations. It is our hope that the research presented in this special issue will inspire future, high-quality research on this topic and ultimately improve outcomes for children and adolescents at risk for poor emotion regulation and psychopathology.

Introduction to the Special Issue: Transdiagnostic Implications of Parental Socialization of Child and Adolescent Emotions.

Developmental research suggests that parent emotion socialization plays a critical role in children's development of emotion-related skills and their risk for psychopathology. Adaptive emotion socialization practices can shape children's capacities to understand and regulate their own emotions, and when maladaptive, these practices can confer risk for both internalizing and externalizing problems, suggesting transdiagnsotic significance. Yet, emerging work suggests that the effects of parent emotion socialization are not universal and may differ based on children's unique vulnerabilities, highlighting the need to examine both parent and child factors within transactional models. Given the developmental shifts in emotion regulation capacities and autonomy across development, there is a great need for longitudinal emotion socialization research, as well as work that accounts for alternative interpretations, in this domain. Additionally, to-date much of the work in this regard has utilized parental report in isolation, making the need for cutting-edge, multi-method approaches highly salient. Further, translating scientific research into parent emotion socialization interventions is still in its infancy, with the majority of available treatments focusing on young children. As such, contributors to this special issue help address these gaps in the literature and examine the implications of a range of parent emotion socialization behaviors in the context of both adaptive and maladaptive child and adolescent emotional development. In this introduction, we highlight major themes of the special issue; further discussion and future directions are offered in the commentary accompanying this special issue.

Physical and emotional development of adolescents with low motor competence: Mothers’ perspectives

Background Parent support influences adolescent’s social-emotional well-being. One factor that may influence parent’s perception of support is their child’s level of motor competence. Aim The purpose of this study was to explore mothers’ experience of providing support for the health of adolescents with low motor competence physical and emotional development. Methods A phenomenological approach was used to guide this study. After initial screening, five one-on-one interviews with mothers of adolescents aged 12–16 years were conducted. Results Analysis of the interviews identified five themes of ‘supportive building blocks’, ‘building achievement and commitment,’ ‘building mechanisms for future support’ ‘building stability in relationships’ and ‘building confidence and a sense of autonomy’. Mother’s awareness of their child’s motor difficulties resulted in their active provision of alternative strategies for their child by building self-confidence and seeking support from health professionals. Conclusion Mothers were aware of their child’s inadequacies and actively sought support to help with their development. Support services that recognise low motor competence could better help mothers support their adolescent’s development. One implication arising from this study is the importance of using multi-disciplinarian teams such as occupational therapist, exercise physiologist and parents to help children with low motor competence.

Emotional Development in Adolescents

Emotional Development in Adolescents

Deprivation and threat as developmental mediators in the relation between early life socioeconomic status and executive functioning outcomes in early childhood

There has been a shift in the study of childhood adversity towards a focus on dimensions of adversity as opposed to a focus on cumulative risk or specific adversities. The Dimensional Model of Adversity and Psychopathology (DMAP) proposes deprivation and threat as core dimensions of childhood adversity. Previous work using DMAP has found links between deprivation and cognitive development and threat and emotional development in adolescence, but few studies have applied this framework to a poverty context, in which children are at heightened risk for adversity experiences, and none have examined outcomes in early childhood. We use data from the Family Life Project (n = 1292) to examine deprivation and threat at child age 24 months as developmental mediators in the association between socioeconomic status (SES) measured at 15 months and executive functions (EF) measured at 48 months. In a multiple mediation model, lower SES was related to higher deprivation and threat. Deprivation was negatively associated with EF, and threat was not associated with EF. Deprivation fully mediated association between SES and EF. These results expand previous work using the DMAP and point to new directions in understanding children’s cognitive adaptations to adversity.

Adolescents’ Reluctance to Express Emotions: Relations to Parent Emotion Socialization

One aspect of emotional development in adolescence is the motivation to express negative emotions to others that is linked to a wide range of psychosocial outcomes (Chaplin et al. Emotion 5:80–88, 2005). Supportive and unsupportive parental emotion socialization responses to adolescent emotional displays are one mechanism that influences adolescent emotional functioning (Garside and Klimes-Dougan Sex Roles 47:115–128, 2002). The present study explored five parental socialization responses to anger, sadness, and worry and how they may differ for youth who vary in their reluctance to express emotions. Participants were 160 adolescents and their parent (74.4% mothers; 58.8% girls, Mage = 12.5 years, 78.1% White, middle-class). Parents reported on their responses to their child’s emotion expressivity and youth reported on their reluctance to express emotions. Using latent class analyses, two groups of adolescents were identified, including those with high (n = 36) and typical (n = 124) levels of reluctance to express emotion. Group and gender effects were examined. Parents reported more validation and less ignoring of negative emotions for adolescents in the typical rather than the high reluctance group. Parents reported more magnification of emotions in response to adolescents’ anger in the typical group in comparison to the high reluctance group, and more magnification of sadness for daughters than for sons. These results suggest that differing levels of adolescents’ reluctance to express emotions are related to parental emotion socialization responses in meaningful ways that may play unique roles in promoting or discouraging the expression of negative emotions.

Anxiety and Depressive Symptom Trajectories in Adolescence and the Co-Occurring Development of Cognitive Biases: Evidence from the CogBIAS Longitudinal Study

The development of negative cognitive biases, together with symptoms of anxiety and depression, has yet to be investigated longitudinally. Using a three-wave design, the present study examined developmental trajectories of anxiety and depressive symptoms and the co-occurrence of cognitive biases, in a large normative sample of adolescents (N = 504). Data was drawn from the CogBIAS Longitudinal Study (CogBIAS-L-S), which assessed a wide range of psychological variables, including cognitive biases and self-reported anxiety and depressive symptoms, when adolescents were approximately 13, 14.5, and 16 years of age. The results showed that overall levels of anxiety were low and stable, while levels of depression were low but increased slightly at each wave. Growth mixture modeling identified four distinct developmental classes with regard to anxiety and depressive symptoms. Multiple group analysis further showed that class membership was related to the development of cognitive biases. The majority of the sample (75%) was characterised by ‘Low symptoms’ of anxiety and depression and showed low interpretation and memory biases for negative stimuli at each wave. A second class (11%) displayed ‘Decreasing anxiety symptoms’ and showed decreasing interpretation bias, but increasing memory bias. A third class (8%) displayed ‘Comorbid increasing symptoms’ and showed increasing interpretation and memory biases. While the fourth class (6%) displayed ‘Comorbid decreasing symptoms’ and showed decreasing interpretation and memory biases. This longitudinal study sheds light on healthy and psychopathological emotional development in adolescence and highlights cognitive mechanisms that may be useful targets for prevention and early interventions.

HUBUNGAN ANTARA KEMAMPUAN KOMUNIKASI ASERTIF DENGAN KEJADIAN PERILAKU AGRESIF PADA REMAJA

Aggressive behavior is an action that aims to dominate or behave destructively by using verbal or physical strength aimed at the object. Aggressive behavior can occur at any stage of age including adolescents. Emotional development in adolescence causes adolescents to have a high desire for something, where this period is a critical period and a time of rebellion. One of the factors that influence the aggressive behavior in adolescents is the ability to carry out assertive communication. The purpose of the study was to determine the relationship between assertive communication skills and aggressive behavior in adolescents. This study used descriptive correlation design with cross sectional approach. The sample of 42 was recruited using simple random sampling in SMA 5 Kota Kediri. The result showed that there most a half respondent (40,5%) have good assertive communication skills with moderate levels of aggressive behavior. Based on Chi Square: ρ-value 0,000< 0,05 it has been recognized that there is a correlation between assertive communication skills and aggressive behavior in adolescents. Based on the results of these studies it is expected that parents or the school will provide education about the importance of assertive communication and can be a role model for adolescents in behaving so that the incidence of aggressive behavior and juvenile delinquency can be reduced.

Hubungan Bentuk-bentuk Perilaku Orangtua dengan Perkembangan Emosi Remaja pada Siswa

This research was conducted at SMK Negeri 2 Tanjung Pinang. Sampling is done by random sampling. The sample number was 34. Data collection is done using questionnaires of forms of people's behavior and adolescent emotional development. Data analysis is done by means of descriptive analysis techniques and product moment correlation techniques. From the results of the study obtained: Forms of parental behavior of students distributed in high categories(26.47%), high distribution (44.12%), sufficient distribution (17.65%) and distribution less (11.76%). Students' emotional development falls into the highly high category (23.53%), high-distribution (47.06%), sufficiently distributed (17.65%) and less distributed (11.76%). These forms of student parental behavior, significantly correlated with adolescent (student) emotional development at a 5% confidence level (rxy = -0.43). Large contributions made by forms of parental behavior to the emotional development of adolescents (students) by 18.5% (r2 = 0.185).

Distinct and similar patterns of emotional development in adolescents and young adults.

Adolescence is a developmental period of increased sensitivity to social emotional cues, but it is less known whether young adults demonstrate similar social emotional sensitivity. The current study tested variation in reaction times to emotional face cues during different phases of emotional development. Ex‐Gaussian parameters mu, sigma, and tau were computed, in addition to mean, median and standard deviation (SD) in reaction times (RT) during an emotional go/nogo‐paradigm with fearful, happy, and calm facial expressions in 377 participants, 6–30 years of age. Across development, mean RT showed slowing to fearful facial expressions relative to both calm and happy facial cues, but mu revealed that this pattern was specific to adolescence. In young adulthood, increased variability to fearful expressions relative to both happy and calm ones was captured by SD and tau. The findings that adolescents had longer response latencies to fearful faces, whereas young adults demonstrated greater response variability to fearful faces, together reflect how social emotional processing continues to evolve from adolescence into early adulthood. The findings suggest that young adulthood is also a vulnerable period for processing social emotional cues that ultimately may be important to better understand why different psychopathologies emerge in early adulthood.

Factors Affecting Social Exclusion, Friendship Quality, Social Competence and Emotion Management Skills and the Effect of Problem Behaviors on Related Characteristics in Adolescents

This study was conducted to determine the predictive effect of the features (scale scores) related to the factors that affect social exclusion, friendship quality, social competence and emotional management skills in adolescents on adolescent problem behaviors such as smoking, alcohol use, unhappiness, hopelessness and self-harm behaviors. This research was carried out on 422 students studying at 9th, 10th and 11th grades in 11 high schools randomly selected among the state Anatolian high schools of Kadıköy with the permission of Istanbul Governorship MNE No: 59090411-20-E.4519169 dated 21.04.2016. Data were collected through Social Exclusion, Friendship Quality, Social Competence and Emotional Management Scales and personal information form prepared by the researcher. The data were analyzed with SPSS 23 statistical software, two-way ANOVA (univariate) and logistic regression techniques. The findings showed that on the features related to social exclusion, social competence, friendship quality and emotional management skills, the following were effective: having smoker friends, having friends with negative behaviors towards others, dissatisfaction with physical appearance, perception of self-efficacy, getting along with friends, being sensitive towards daily events, having smoker family members and alcohol use the family, experiencing less economic problems in the family and participating in activities such as cinema with the family. The quality of friendship intimacy had an increasing effect on smoking and alcohol use, while the security dimension had a reducing effect on alcohol use, feeling unhappy, feeling hopeless and self-harm (bodily damage). The social exclusion, emotional management and coping with the problem dimensions had a diminishing effect on alcohol use, while negative emotions and the ability to control negative bodily reactions had a diminishing effect on self-harm behaviors. The findings suggest that, especially emotional management skills, friendship quality and social exclusion are dynamics that can determine the psycho-social risk susceptibility of adolescents. The results of the research reveal the importance of getting adolescents to gain the skills to manage friendship selection and friendship relations through studies aimed at supporting the emotional development of adolescents.