Children's Emotion Research Articles

The long reach of adversity: Intermediary pathways from maternal adverse childhood experiences to child socio-emotional and cognitive outcomes.

This longitudinal study with multi-informant (maternal, paternal, and experimenter) and multimethod (questionnaires, behavioral observations, and standardized assessments) data tests an intergenerational model from mothers' adverse childhood experiences (ACEs) to their children's socio-emotional and cognitive outcomes. Participants were 501 children (50.7% male) and caregivers (56.5% white) followed from child age 2 months to 5 years. Mothers reported on their ACEs, as well as their postnatal socio-economic status (SES), marital conflict, and depressive symptoms. Observers rated maternal sensitivity using validated coding systems. Partners' history of childhood conduct problems and children's emotional and conduct problems were rated by mothers and fathers, and cognition was assessed by experimenters using standardized assessments. Maternal ACEs score was associated with children's socio-emotional and cognitive outcomes through unique intermediary pathways. Specifically, maternal ACEs were related to child emotion problems through SES, paternal history of conduct problems, and maternal depression. Maternal ACEs to child conduct problems operated via SES, paternal history of conduct problems, and marital conflict. Maternal ACEs to child cognitive skills operated through SES and maternal sensitivity. Maternal ACEs, economic stress, and paternal history of conduct problems may collectively strain families, diverting caregiver attention and resources, which may impact childrearing and children's development. To effectively address root causes of intergenerational risks, it is critical to advocate for resources and supports that mitigate these hardship conditions. In addition, interventions that target modifiable individual and family factors may hold the greatest promise for breaking cycles of generational risk and promoting healthier outcomes for children and families.

Screens and scars: SEM analysis of the relationship between childhood trauma, emotion regulation, and social media addiction

BackgroundAddiction is an increasingly significant global public health concern, affecting individuals across diverse age groups and demographics. With the rapid rise of digital technology, social media addiction has emerged as a growing behavioral issue, impacting mental health, interpersonal relationships, and daily functioning.MethodsThis study employed an online cross-sectional self-report questionnaire, with university students aged 16–35 years as the target population. Data were collected using Google Forms questionnaires, accessible via the university registration system, and sent to the participating students’ smart phones. The data collection instruments included the Social Media Addiction Scale (SMAS), the Childhood Trauma Scale (CTS), and the Difficulty in Emotion Regulation Scale (DERS).ResultsData from 318 university students were analyzed. The analysis of sociodemographic data revealed a mean participant age of 21.2 years, with 87.3% being female. An analysis of the relationship between social media addiction and childhood trauma revealed that participants with childhood trauma had higher social media addiction. The linear regression model, including childhood traumas and emotion regulation difficulties for social media addiction scores, was statistically significant. A positive correlation was observed between social media addiction and difficulty in emotion regulation.ConclusionThese findings suggest that individuals who struggle with emotion regulation tend to use social media more frequently. Furthermore, the negative effects of childhood trauma on emotion regulation capabilities during adulthood contribute to the development of social media addiction.

Child Emotional Characteristics as Predictors of Informant Disagreement in Oppositional Defiant Symptomatology

The present study examines the disagreement between parents and teachers on the Oppositional Defiant Disorder Symptomatology (ODS) in children and how sociodemographic factors like gender and socio-economic status (SES); and emotional characteristics such as aggressiveness, temperament, callousness; anxious and depressive symptoms, and irritability may be predictors of this incongruence. A community sample of 614 3-year-old, followed up until age 14 (N = 287) was obtained from a longitudinal study that began in 2009. Parents and teachers completed an ODS scale and multiple questionnaires about child´s emotional difficulties. Analyses indicated that parent-teacher ratings were discrepant, and this disagreement diminished with age (Intraclass Correlation Coefficient = 0.12 to 0.69) with parents consistently reporting higher ODS scores compared to teachers across various ages. Predictors of parent-teacher disagreement on ODS were analyzed using polynomial regression with second and third order interactions. Results revealed that disagreement was higher when rating females, and for children belonging to low + low/medium or high SES groups. Lower ratings of aggressiveness, callousness and irritability, while higher scores of effortful control were significant predictors of higher parent-teacher ODS discrepancies. Research on how child affective variables influence multi-informant disagreement could lead to better clinical practice in addition to more accurate assessment and diagnosis in the infant-juvenile population.

Associations Between Coparenting Quality, the Home Food Environment, and Child's Body Mass Index.

Background: Although positive coparenting, or how parents relate during childrearing, is known to support children's socioemotional development, the role of coparenting in supporting children's healthy eating and growth is poorly understood. This study examined associations between coparenting quality, the home food environment, and young children's body mass index (BMI). Methods: Cross-sectional data were obtained from 290 mothers and their 3-year-old children who participated in the Sprout study. Mothers who indicated they had a coparent in their household completed surveys to assess coparenting quality, food parenting practices, family mealtime routines and structure, and home food availability. Mothers also reported the foods served at two typical meals, and a healthy meal index (HMI) score was calculated to assess the nutritional quality of meals. Children's height and weight were measured and used to calculate BMI z-scores (BMIz). Results: Mothers who reported more positive coparenting also reported providing children more guidance for healthy eating (β = 0.15, p < 0.001), less use of food to control children's emotions (β = -0.15, p < 0.01), less use of food as a reward (β = -0.27, p < 0.01), more structured mealtimes (β = 0.22, p < 0.001), and more household availability of fruits and vegetables (β = 0.11, p < 0.01). Mothers who reported greater coparent agreement on childrearing also had children with lower BMIz (β = -0.11, p = 0.03). Mothers who reported greater endorsement of their partner's childrearing competency had a higher mean HMI score (β = 1.82, p < 0.01). Conclusion: Among dual-parent, highly resourced families with young children, stronger coparenting practices were associated with several food-related parenting practices that support healthy eating and weight among young children.

The Family Context and the Use of Media for Emotion Regulation During Early Childhood: Testing the Tripartite Model of Children’s Emotion Regulation and Adjustment

Abstract Media use for emotion regulation, such as occupying children when they are bored or distracting them from negative emotions, is a common practice for parents in the United States, but it has been linked with weaker emotion regulation skills among young children. This association has not been examined in the presence of other family context variables, such as parent reactions to children’s emotional expressions or quality of the child-parent relationship, however. This survey study (N = 449, 53% fathers) examines parents’ use of media for child emotion regulation within a tripartite model of adjustment. Media use for emotion regulation associated with greater emotion regulation skills for children (ages 4–7). There was not a significant relation between media use for emotion regulation and children’s emotional maladjustment, however. Greater frequency of parents’ negative reactions to their children’s emotions was significantly associated with more internalizing and externalizing issues for children but also with better emotion regulation skills. Further, better parent-child relationship was associated with fewer internalizing and externalizing issues and better emotion regulation skills. We outline theoretical and practical implications and discuss future directions to further assess the effects of family context on children’s emotion regulation.

Effects of Parents' Smartphone Use on Children's Emotions, Behavior, and Subjective Well-Being.

This study aimed to examine the associations between parents' smartphone use during conversations with children, children's emotional and behavioral reactions to parents' smartphone use, and children's well-being. This study was conducted on a sample of 284 children (aged 10 to 15 years, with a mean age of 12.23 in 2021; 40.2% boys). The data come from a four-wave longitudinal study (2021-2023) within the project D.E.C.I.D.E. Children reported how often their parents use smartphones during conversations with them (second wave), their emotions and behaviors related to parents' smartphone use (third wave), and their subjective well-being (fourth wave). A proposed model was tested in which the frequency of parents' smartphone use during parent-child conversations was a predictor, different children's emotional and behavioral reactions to parents' smartphone use were mediators, and children's well-being was the criterion. The results showed that more frequent parents' smartphone use is associated with more frequent children's experiences of anger and sadness in situations when parents use smartphones while with children, which is linked to lower children's well-being. More frequent parents' smartphone use is associated with more giving up on seeking parents' attention among children, which is related to lower well-being.

Correlates of suicidal ideation and suicide attempts among bisexual+, gay/lesbian, and heterosexual young adults.

Compared to their exclusively gay/lesbian or heterosexual identifying peers, young people identifying as bisexual+ (e.g. bisexual, pansexual, asexual, queer or questioning) are at elevated risk for suicidal ideation (SI) and attempts (SA). The present study aimed to establish whether the prevalence of, and psychosocial risk factors for, SI and SA vary as a function of sexual identity. Young adults (N = 274; 18-29 years old) were recruited via online crowdsourcing. They completed questionnaires assessing adverse childhood experiences (ACEs), emotion dysregulation, impulsivity, depression symptoms and lifetime history of SI and SA. Spearman correlations, Kruskal-Wallis H-tests and binomial logistic regression models were used. No variable was associated with SI. Bisexual+ individuals reported greater SA than the heterosexual group, though statistically similar to the gay/lesbian group. A similar pattern emerged for ACEs. The bisexual+ group reported greater depression symptoms than the gay/lesbian group. Impulsivity and emotion dysregulation did not vary by sexual identity. Controlling for these psychosocial and sociodemographic variables did not alter results: bisexual+ individuals were almost three times more likely to report SA than heterosexual individuals, OR = 2.93 95% CI [1.16, 7.44]; gay/lesbian and heterosexual individuals had a statistically similar likelihood of reporting SA, OR = 1.09, 95% CI [0.27, 4.37]. This is the first study to establish that young adults identifying as bisexual+ are at greater risk for SA after controlling for well-established psychosocial correlates; this was not the case for SI. Further work is needed to establish the aetiology of this risk.

Impact of Interactive Science Workshops Participation on Primary School Children's Emotions and Attitudes Towards Science

Impact of Interactive Science Workshops Participation on Primary School Children's Emotions and Attitudes Towards Science

Maternal Emotion Coaching and Child Emotion Regulation: Within-Interaction Sequences in Early Childhood

AbstractEmotion socialization is a dynamic transactional process that unfolds at the moment during parent-child interactions. To better understand these transactions (both parent-driven and child-driven) in early childhood, we conducted a lag-sequential analysis examining sequential contingency between maternal emotion coaching and child emotion regulation at ages 3 and 4 years. Mother-child dyads in the southeastern United States (N = 208 for age 3 timepoint [101 boys, 107 girls] and 227 for age 4 timepoint [115 boys, 112 girls]) participated in a laboratory etch-a-sketch task, which was videorecorded and later observationally coded for maternal coaching of both positive and negative emotions and for child emotion regulation (indexed as compliance, engagement, and low frustration) at 30-s intervals. At age 3, we found two reciprocal sequences: (1) When mothers coached positive emotions, children were subsequently more likely to show compliance, and when children complied, mothers were subsequently more likely to coach their positive emotions; (2) when mothers coached negative emotions, children were subsequently more likely to display frustration, and when children showed frustration, mothers were subsequently more likely to coach their negative emotions. At age 4, we only found parent-driven, positive emotion–related sequences: when mothers coached positive emotions, children were subsequently more likely to show compliance and engagement. Findings shed light on the distinct functions of positive and negative emotions as well as the intricacy of dynamic emotion socialization transactions in relation to child emotion regulation during early childhood.

Early bedtime routines and behavioral outcomes among children from low-income families: Mediating role of emotion regulation.

The establishment of early bedtime routine is essential for children's emotion and behavioral outcomes. Less is known, however, about the longitudinal effects and mechanisms predicting behavioral outcomes through early bedtime routine and emotion regulation in school-age children from low-income families. Thus, the present study examined emotion regulation at age three as a potential mediator in the longitudinal links between early bedtime routine and behavioral outcomes among racially diverse school age children from low-income families. Participants include a subsample of families (n = 2977) participating in the Early Head Start Research and Evaluation Project (EHSRE). Structural equation modeling with bootstrapping techniques was used to examine the models. The early bedtime routine index was created from parents' reports at 14, 24, and 36 months. Children's emotion regulation was drawn from interviewer assessments at 36 months and problem behaviors were reported by mothers when the child was approximately at age 10. Results indicated that children with consistent early bedtime routine were better able to regulate their emotions at age three. Also, emotion regulation at age three mediated the associations between early bedtime routine at 14-36 months and internalizing and externalizing behaviors among fifth-grade children. Findings indicated that consistent early bedtime routine helps children to regulate their emerging emotions which in turn has long-term benefits on their emotional and behavioral outcomes. These findings have important implications for pediatricians, nurse practitioners, nurses, and early childhood educators who can provide education and resources to support families in establishing consistent bedtime routine for their young children.

How does family functioning contribute to child externalizing and internalizing behavior problems after childhood TBI? Evidence from a prospective cohort study.

Despite a well-documented association between childhood traumatic brain injury and elevated risk for internalizing and externalizing behavior problems, the mechanisms through which family functioning contributes to individual variation in these behavioral outcomes remains poorly understood. This prospective cohort study aimed to assess the respective contribution of family functioning and child emotion regulation (ER) to post-injury behavior problems at 1-year follow-up, with a specific focus on evaluating the role of emotional dysregulation in mediating the effects of familial affective responsiveness and communication on child behavioral outcomes. The study included 129 participants, comprising 86 children with medically confirmed mild-to-severe TBI, identified from consecutive hospital admissions, and 43 typically developing (TD) control children, of similar age and sex. Participants ranged in age from 6 to 15 years (mean age = 11.2 years). Parents completed validated assessments of post-acute family functioning and child emotion regulation difficulties at 6 months post-injury, as well as measures of child behavior problems at 1-year post-injury. Although group differences in internalizing behaviors did not reach statistical significance, the TBI group exhibited significantly higher overall externalizing symptoms and was significantly more likely to display clinically elevated symptoms than TD controls at 1-year post-injury. Compared to TD controls, the TBI group displayed significantly greater ER problems, which mediated the effects of lower familial affective responsiveness and communication on child behavior problems 1-year-post-injury. Evidence for these robust, prospective associations suggests that child emotional dysregulation plays a key role in mediating the effect of post-acute family functioning on long-term behavior problems in children with TBI. Early assessment and screening for relevant risk factors may help identify those children and families who could benefit from therapeutic interventions designed to address emotional dysregulation and mitigate risk for post-injury behavioral problems. Importantly, these findings underscore the value of adopting family-centred care approaches in rehabilitation, where involving families in therapeutic processes and addressing family dynamics may enhance child emotion regulation and improve long-term behavioral outcomes.

Investigation of the effect of interactive art activity program on repetitive behaviors, social skills and parents’ emotions in children with autism spectrum disorder

PurposeThe purpose of this study was to examine the effects of an interactive art activity program on repetitive behaviors, social skills and parents’ emotions in children with autism spectrum disorder.Design/methodology/approachThe research was carried out in autism classes and special education and rehabilitation centers of children diagnosed with autism in Batman city center between September 2021 and March 2022. The study was concluded with 28 children with Autism spectrum disorder (5–17 years old) and their mothers (13 experiments, 15 controls). Data were collected using the Personal Information Form, the ASSP-T Form, the Quality of Life in Autism Questionnaire-Parent Edition and the Social Impact Form of the Repetitive Behaviors in Children with Autism Scale. In the analysis, in the comparison of the pretest, posttest and retention data in the application group, repeated measures ANOVA was used if the data were suitable for normal distribution, and Friedman analysis was used if not. In the comparison of the data in the control group, the Paired T test was used if the data were suitable for normal distribution, and the Wilcoxon test was used if it was not.FindingsAfter the training, it was concluded that there was a significant difference p < 0.05 on social skills, repetitive behaviors and quality of life of the children and mothers in the experimental group, and there was no significant difference in the control group in general.Research limitations/implicationsIt was determined that the interactive art activity program of children with autism had a positive effect on repetitive behaviors, social skills and parents’ emotions.Originality/valueConsidering the positive effect of art activities on children’s social skills and repetitive behaviors, educational programs for children with autism can be integrated with art and sports activities, and the use of different areas of art and sports can be expanded, taking into account the interests and readiness of the children.

Relations Between Parental Emotion Talk and Preschoolers' Emotion Expressions in Low-Income Chinese American and Mexican American Families.

Background/Objectives: Preschool children learn to express emotions in accordance with sociocultural norms. Parental emotion talk (ET) has been theorized to shape these processes. Limited research has examined preschoolers' observed emotion expressions and emotion-related behaviors in culturally diverse samples. We sought to explore the following: (1) cultural group differences and similarities in observed emotion expressions (anger, sadness, and positive emotions) and emotion-related behaviors between Chinese American and Mexican American preschoolers, and (2) the concurrent links between parental ET and children's emotion expressions. Methods: In a sample of 86 children (age range = 38 to 70 months, 62% girls) from low-income immigrant families (Mexican Americans/MA = 43 and Chinese Americans/CA = 43), the observed children's emotion expressions and emotion-related behaviors were coded based on a frustration-eliciting task. Parental ET quality and quantity were coded from transcripts of a parent-child shared reading task. Results: MA children expressed more anger and sadness, but the two groups did not differ on positive emotions or emotion-related behaviors. Multiple regressions showed that children whose parents engaged in more ET expressed higher levels of anger and sadness and used more non-feeling state languages than children whose parents engaged in less ET. Conclusions: The results revealed cultural variations in preschool-age children's emotion expressions and provided support for associations between parental ET and children's emotion expressions.

Visual Perception Cues, Emotional Responses, and Children's Health: A Systematic Review

Children’s well-being and health have received significant social attention. Given the increasing prevalence of food neophobia, obesity, and related health challenges in children, it is critical to understand the importance and urgency of raising children to choose healthy foods.This review explores the complex relationships among children's visual cues, emotion, liking and food choices, providing important insights into potential health interventions. A systematic search was conducted using three databases: PubMed, Scopus, and Web of Science. Studies published up to December 25, 2023 (from the start of each database) were included. To ensure that the studies were of good quality, the Mixed Methods Appraisal Tool (MMAT) was used for assessment. 17 eligible studies that used different research methods, six used a within-subject design, one used a discrete choice experiment, one used a pretest-post test design, four used mixed methods research, three used observational studies, and one used a longitudinal design. These studies examined topics ranging from visual perception to emotional response, with six studies examining all three aspects. This study investigated the complex effects of children's visual cues, emotions, and food choices, thereby providing important insights into potential health interventions. The shape of the food elicited a more positive emotional response than unvarying shapes. Several studies have also shown that children not only have preferences for the food itself but also consider factors such as the type, shape, and color of the food. Future research should draw new conclusions to guide relevant interventions aimed at promoting healthy food choices among children.

The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children.

Currently, the time children spend playing outdoors is at an all-time low. However, the existing literature suggests that outdoor play may have cognitive and emotional benefits for children. The present study carried out a mediation analysis to explore whether amount and timing of outdoor play affects children's emotion regulation and whether working memory mediates these relations among 325 preschool children (Mage = 4.19, SD = 0.85) residing in a large Midwestern city in the United States. Results showed that greater amounts of outdoor play very early (i.e., wake-up to noon) and very late (i.e., 6 PM to bedtime) in the day were related to greater emotional dysregulation. By contrast, greater amount of outdoor play from noon to 6 PM was related to lower emotional dysregulation. Importantly, the effect of amount of outdoor play from noon to 6 PM on emotion regulation was fully mediated by working memory. The findings of the present study suggest that in early childhood outdoor play that supports children's circadian rhythms may have cognitive and, in turn, emotional benefits.

시선추적기술을 이용한 학령기 아동의 AAC 감정상징 인식 연구

Background and Purpose: This study aimed to investigate whether school-age children differ in emotional symbol recognition accuracy and visual attention patterns based on gender, emotion, and symbol sets. Methods: The participants included 27 boys and girls in the upper grades of elementary school. After wearing an eye tracker, data were collected while they completed a questionnaire about 12 symbols (3 symbol sets × 4 emotions) presented on a monitor. Results: The children exhibited statistically significant differences in their accuracy of responding to the four emotions, with the ‘happy’ emotion being recognized significantly less accurately. There were no differences based on gender or symbol sets. When fixation durations were analyzed by Areas of Interest (AOI) to examine visual attention patterns, differences in fixation durations were noted in the eye and mouth areas depending on the emotion. Additionally, children fixated on various secondary features (e.g., tears, steam) that help convey emotion. Conclusion: This study confirmed the differences in accuracy by emotion in elementary school children’s recognition of basic emotional symbols. It also highlighted the importance of secondary features added to symbols, which enhance emotional expression and increase the iconicity of emotional symbols.

The Role of Parents in Early Childhood Emotional Development Strategies

The role of parents is crucial in the emotional development of early childhood, which is an important foundation for their social and psychological development in the future. This article aims to explore strategies for developing children's emotions that can be applied by parents in the family environment. This community service activity was carried out through a series of training and mentoring for parents, which included an understanding of children's emotional development, effective communication techniques, and the application of positive emotional stimulation methods. Data were obtained through observation, interviews, and evaluation of parent participation during the program. The results of the community service showed that active involvement of parents in strategies such as giving appreciation, validating emotions, and establishing positive routines can improve children's emotional stability. In addition, a collaborative approach between parents and facilitators also encouraged the creation of a supportive environment for early childhood. Thus, the role of parents in the development of children's emotions not only affects family relationships but is also a key factor in shaping children's emotionally healthy characters.Keywords: Role of parents, emotional development, early childhood, parenting strategies, family training.

Analysis of Parental Restrictions on Smartphone Use for Early Childhood

Smartphone’s use in early childhood is increasing. Parents need to place restrictions on its use. The aim of this research is to analyze restrictions on children's smartphone use. This research is qualitative in form with a case study approach and purposive sampling technique. Participants were 20 parents of children aged 3-6 years in PAUD in the city of Surabaya who filled out the questionnaire online and answered questions directly during the interview. The data collection tool is in the form of a Google form and interview guidelines. Data analysis is in the form of descriptive qualitative. The research results show that all parents have restricted smartphones for their children. Most parents are concerned about the negative impact of smartphone use on children's development and hope that children can limit their use according to the agreement and not be exposed to the negative influence of smartphone use. Therefore, most of the parents allowing their children to use their smartphones only on Saturdays and Sundays for approximately 2 hours. Parents are only allowed to access YouTube Kids application content when accompanied when accessing it. Most parents set limits due to concerns that their children will be exposed to content that is not age appropriate (containing elements of violence and pornography) which will have a negative impact on their development. However, most parents still need time and adaptation to be consistent in doing this. The biggest obstacle is not being able to control the child's emotions, even though it has been conveyed and agreed upon previously. The most common response shown by children is rejection, anger and annoyance, so parents need patience to give them understanding. Consistency in implementing restrictions needs to be done so that children avoid the negative impacts of using smartphones.

The Effects of Music Lessons on Social Skills Development for Children with Autism

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by difficulties in social interaction, communication, and restricted or repetitive behaviors. Children with ASD often struggle with social skills, which can significantly impact their ability to form relationships and function effectively in social settings. Recent research has increasingly highlighted music lessons as a promising intervention to improve social skills in children with ASD, as they provide a structured and engaging environment for social interaction and learning. This review synthesizes findings from existing studies published between 2010 and 2024, focusing on three key aspects: the effectiveness of various musical pedagogical approaches, the critical role of specially trained music educators in implementing these interventions, and the measurable outcomes in social skill development. The research shows that organized music education consistently leads to improvements in social communication, peer interaction, and the ability to recognize emotions in children with ASD. The results are talked about in terms of what they mean for educational practices and therapeutic interventions. Suggestions are also made for future studies that will help build more evidence for music-based interventions in autism spectrum disorders. This thorough literature review looks at the growing role of music education in helping kids with ASD learn how to get along with others.

The Indirect Effects of Fathers' Parenting Style and Parent Emotion Regulation on the Relationship Between Father Self-Efficacy and Children's Mental Health Difficulties.

Improving parental self-efficacy has been linked with reductions in child mental health difficulties; however, underlying mechanisms remain unclear, especially for fathers. This study investigated whether father self-efficacy influences child mental health difficulties indirectly through parenting style and parent-facilitated regulation of children's negative emotions. A community sample of American fathers (N = 350, M = 39.45 years old) completed self-reports on father self-efficacy, parenting styles, parent-facilitated emotion regulation, and their children's mental health difficulties (aged 4-12). Path analysis was used to test a cross-sectional, parallel-sequential indirect effect model. Father self-efficacy had a significant indirect effect on child mental health difficulties via three significant pathways of permissive parenting, authoritative parenting-acceptance of child's negative emotions, and authoritarian parenting-avoidance of child's negative emotions. Our model explained a moderate amount of variance in child mental health difficulties. The findings support promoting father self-efficacy through parenting interventions and highlight parenting beliefs as important for clinicians providing child mental health care.