Parental Behaviour Research Articles

Changes in parental anxiety and intention to demand antibiotics: A longitudinal study among parents during the COVID-19 pandemic.

Assessing the effects of the COVID-19 pandemic on parental anxiety and preferences for antibiotic treatment can help inform antibiotic stewardship strategies. Therefore, this study aimed to examine COVID-19 pandemic-related changes in parental anxiety levels, their intentions to demand antibiotics and frequencies of practising preventative behaviours. This longitudinal quantitative study compared two groups of parents, those from Victoria and Western Australia, who experienced high and low COVID-19 risk, respectively. Participants were recruited through an online panel to complete three waves of surveys between October 2020 and August 2021. Anxiety scores and frequency of preventative behaviours were analysed using mixed-effects tobit regression, considering time, state, and their interaction as fixed effects predictors. Intention to demand antibiotics was modelled using multinomial logistic regression, with time, state, and their interaction as the predictors. The final longitudinal sample comprised 50 participants from Victoria and 51 from Western Australia. Parental anxiety did not significantly change over time for either state. Intention to demand antibiotics was also stable over time within each state; however, participants from Victoria exhibited stronger intentions to demand antibiotics compared to those from Western Australia. Frequencies of parental preventative behaviours declined from Wave 1 to Wave 2 before increasing again in Wave 3, but only for Western Australia. This longitudinal study among Australian parents found stable parental anxiety and intention to demand antibiotics within each state. However, the intention to demand antibiotics and preventative behaviours varied between states as per the COVID-19 risk. Thus, viral pandemics may not affect judicious antibiotic use, though the intention to demand antibiotics may increase in states with high COVID-19 risk. Though parental anxiety may not impact antibiotic stewardship during viral respiratory illness outbreaks, tailored messaging to maintain appropriate antibiotic use may be necessary, especially when the disease risk is high.

Parent’s awareness of, and influence on, their 14–17-year-old child’s vaping and smoking behaviours; an analysis of 3242 parent–child pairs in Australia

BackgroundVaping by young people in Australia is a rapidly emerging public health issue. Evidence shows that parental behaviours and attitudes can play a key role in influencing adolescent behaviours. Considering the health harms of vaping and evidence that it can be a gateway to tobacco smoking for never-smokers, it is important to understand whether parents’ smoking and vaping behaviours influence their teenage children’s smoking and vaping behaviours. MethodsOnline cross-sectional surveys as part of the Generation Vape study, conducted in Australia in 2021/2022, were used to assess parents' influence on, and awareness of, one of their 14–17-year-old child’s vaping and smoking behaviours. Participants were 3242 parents and 3242 14–17-year-old teenage children. ResultsThe risk of vaping and smoking uptake among 14–17-year-old teenagers was 42% (p = 0.003) and 97% (p < 0.001) higher, respectively, if their parent was an ever-vaper. The risk of vaping and smoking uptake among teenagers was 81% (p < 0.001) and 159% (p < 0.001) higher, respectively, if their parent was an ever-smoker. Parents of teenagers who have not vaped were considerably better at correctly predicting this (97% correct) than parents of teenagers who have vaped (70% correct). Compared to parents, teenagers tended to have less agreement with statements suggesting vaping is unsafe or harmful, and more agreement with statements suggesting vaping is relatively safe. ConclusionsParental smoking and vaping behaviours are associated with those of their children. Hence, it is important that both tobacco and vaping control policies and interventions are designed to influence behaviours of all demographics, consistent with the evidence.

The Interplay of Parental Financial Behaviour and Financial Literacy and The Moderating Effects of Parental Income

Purpose: The moderating effect of parental income on parental financial behaviour and financial literacy is increasingly becoming important. The objective of this study was to determine whether the relationship between parental financial behaviour and financial literacy of young adults is moderated by parental income. Design/methodology/approach: Financial literacy was measured through financial knowledge, financial behaviour, financial attitudes, and financial decision-making. Quantitative research approach was adopted for this study. Self-administered questionnaire was used to collect data among young adults in South Africa. Moderated regression analysis was used to analyse data. Four hypotheses were tested. Findings: The results showed that Parental income moderated the relationship of Parental financial behaviour with financial behaviour, financial attitude, and financial decision-making. Furthermore, the results indicated that parental income did not moderate the relationship of Parental financial behaviour and financial knowledge. Therefore, the overall results indicated that the relationship between parental financial behaviour and financial literacy is moderated by parental income. Research limitations/implications: Due to the low levels of general literacy among the respondents, which negatively affected data collection; some young adults did not understand the questionnaire and withdrew from participating in the study. Furthermore, even though confidentiality and anonymity were guaranteed, respondents were reluctant to participate in the study. They feared exposing their financial position and displayed a lack of trust. Originality/value: This study is amongst the first to investigate whether the relationship between parental financial behaviour and financial literacy is moderated by parental income. This study concluded by providing recommendations and suggestions for future research.

Parental presence, participation, and engagement in paediatric hospital care: A conceptual delineation.

To delineate between the concepts of parental presence, participation, and engagement in paediatric hospital care. The concepts' uses in the literature were analysed to determine attributes, influences, and relationships. Delineations of each concept are established and conceptual definitions are proposed following Morses' methods. MEDLINE (PubMed); CINAHL, PsycINFO, Sociology Source Ultimate (EBSCOhost); Embase, Scopus (Elsevier); Google Scholar. Search dates October 2021, February 2023. Multinational publications dated 1991-2023 revealed these concepts represent a range of parental behaviours, beliefs, and actions, which are not always perceptible to nurses, but which are important in family-integrated care delivery. Parental presence is the state of a parent being physically and/or emotionally with their child. Parental participation reflects parents' performing caregiving activities with or without nurses. Parental engagement is a parents' state of emotional involvement in their child's health and the ways they act on their child's behalf. These concepts' manifestations are important to parental role attainment but may be inadequately understood and considered by healthcare providers. Nurses have influence over parents' parental presence, participation, and engagement in their child's care but need support from healthcare institutions to ensure equitable family-integrated care delivery. Problem: Lack of clear definition among these concepts results in incomplete and at times inequitable family-integrated care delivery. Parental presence is an antecedent to parental participation, and parental presence and participation are elements of parental engagement. The concepts interact to influence one another. Hospitalized children, their families, nurses, and researchers will benefit through a better understanding of the concepts' attributes, interactions, and implications for enhanced family-integrated care delivery.

How perceived mindful parenting prevents maladaptive academic behaviours: the mediating roles of insecure attachment and children mindfulness

The benefits of mindfulness have been noticed in academics, but whether and how perceived mindful parenting prevents maladaptive academic behaviours (e.g. rigid persistence, self-handicapping, and compulsive learning behaviour) have rarely been discussed. Therefore, a model of perceived mindful parenting, insecure attachment, children mindfulness, and maladaptive academic behaviours (a PAMB model) was constructed to address the issues. The participants were 739 junior high school students and structural equation modelling was used. The results were as follows: (a) The PAMB model fitted the observed data well. (b) Perceived mindful parenting negatively predicted maladaptive academic behaviours by promoting children mindfulness. (c) Insecure attachment and children mindfulness mediated in sequence the relation between perceived mindful parenting and maladaptive academic behaviours.

It takes two: The relative contributions of parent versus child-led regulatory behaviours on toddler vaccination pain.

Past research has established the important role of parent soothing in early childhood pain management. However, limited research has assessed children's own emerging emotion regulation strategies to reduce their pain during vaccination. The purpose of the current study was to understand the relative contributions of child-led emotion-regulation behaviours over and above parent regulatory behaviours and pre-needle distress. Toddler-caregiver dyads were videotaped at their 12- and/or 18-month vaccinations. Videos were coded for pain-related behavioural distress, child-led regulatory behaviours (disengagement of attention, parent-focused behaviours, and physical self-soothing), and parent regulatory/soothing behaviours (distraction, physical comfort, rocking, verbal reassurance). Pre-needle distress, followed by parent regulatory behaviours, followed by child regulatory behaviours were used as hierarchical predictors of pain regulation. Two sets of models were estimated at each age, by incorporating parent and child regulatory behaviours at 1 min and 2 min post-needle, separately. At both ages, child-led parent-focused behaviours predicted less regulation. At 18 months, parent soothing behaviours (e.g. distraction, verbal reassurance, rocking) played a stronger role in regulation, however; the only behaviour that increased regulation was rocking. Measuring both parent and child regulatory behaviours was important for fully understanding pain-related distress regulation. Toddlers' use of parent-focused regulatory behaviours (e.g. proximity seeking) suggests that they signal to their parent directly when they are struggling to regulate post-needle. The only parent behaviour that supported this regulation was rocking at 18 months, suggesting a greater need to understand the sensitivity of parent behaviours post-needle. To our knowledge, this is the first study to examine both parent and child regulatory behaviours following vaccination at different stages in toddlerhood. This investigation allows a deeper understanding of the dyadic nature of early childhood vaccination, as well as the evolving role of the parent through toddlerhood. Importantly, findings suggest that toddlers do not simply wait for their parents to respond to their pain post-needle and provide clear signals to show their need of support in regulation.

Enhancing education service outcomes through value co-creation

PurposeThe purpose is to investigate the impact of the value co-creation behaviour of parents on a set of education service outcomes, including perceived school reputation, parent satisfaction and teacher competence.Design/methodology/approachAn online survey of 932 parents of primary and secondary school children was conducted. Canonical correlation analysis (general linear model) was used to test the impact of parental involvement in value co-creation behaviour on education service outcomes.FindingsValue co-creation behaviour has a positive impact on education service outcomes, but the impact differs depending on the type of behaviour. Parent citizenship behaviour positively affects satisfaction, school reputation and perceived teacher competence. However, parent participation behaviour positively affects satisfaction with the school and perceived teacher competence.Research limitations/implicationsThe study used self-reported data from parents, which may be biased and subject to errors. Future research could use more objective measures such as administrative records or teacher reports. The study's results are limited to one country, highlighting the need for further research in multiple countries.Practical implicationsThe study's findings have implications for education service providers in terms of the importance of supporting parental involvement in their child's school life via value co-creation behaviour.Originality/valueThe study contributes to the service dominant logic, value co-creation theory and educational marketing literature by providing the detailed empirical evidences of parents' value co-creation outcomes in the context of the primary and secondary schools.

Studying parenting in adolescence from a dynamic perspective: the case of autonomy-supportive and controlling parenting

ABSTRACT During the past two decades, developmental research has intensively addressed the role of autonomy-supportive and controlling parenting in adolescents’ psychosocial adjustment, thereby increasingly adopting a dynamic approach. This paper provides an overview of this emerging approach, discussing three ways in which autonomy-relevant parenting is dynamically involved in adolescents’ and parents’ functioning. First, research has uncovered several important mediating processes behind the effects of autonomy-relevant parenting, including adolescents’ need-based experiences. Second, studies with intensive repeated assessments have demonstrated substantial short-term ups and downs in parents’ engagement in autonomy-relevant practices, with these fluctuations relating to both adolescents’ developmental outcomes and parents’ experiences. Third, recent studies focus on adolescents’ agency in autonomy-relevant parenting, attending to adolescents’ appraisals and cognitive-behavioural responses to parental behaviours. We discuss the theoretical implications of these three strands of research and their applied value.

Testing the Psychometric Properties of the Challenging Parent Standard Questionnaire (CPSQ) in the Italian Educational Context

The Challenging Parent Standard Questionnaire (CPSQ) is a measurement tool aimed at surveying the field of parent-teacher relationships to assess the frequency of challenging parental behaviours as well as the occupational stress experienced by teachers in response to those behaviours.The present study examined the factor structure and the main psychometric properties of the CPSQ in a sample of Italian in-service primary and lower secondary teachers (N = 1,025). In order to investigate the most appropriate factor structure for the Italian version of the questionnaire, researchers compounded three different factor retention methods: K1 rule (Kaiser, 1960), scree test (Cattel, 1966) and parallel analysis (Horn, 1965).The results show a practical and robust five-factor measurement model describing the challenging behaviours of parents: ‘Excessively worried about education’, ‘Unsatisfied’, ‘Uncooperative’, ‘Overprotective’ and ‘Uninvolved’.In Italian primary and lower secondary schools, the CPSQ factor pattern partially differs from the pattern found in studies conducted in different educational contexts (i.e., Lambert &amp; McCarthy, 2006; Van der Wolf &amp; Everaert, 2005). Recommendations for a more accurate factor retention process in testing factorial invariance in measurement tools are discussed.

Challenging parents, teacher occupational stress and health in Dutch primary schools

Continual exposure to challenging behaviour, i.c. from parents, can seriously deplete the teacher’s emotional and physical resources, leading to self-doubt, loss of satisfaction from teaching, impulsivity, rigidity or feelings of anger and guilt. Research on teacher stress has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers. In this study, we examined teacher’s perceptions of their own ability to handle challenging parent behaviour and to establish positive relationships as a possible influence on the quality of teacher-parent relationships. Using a canonical correlation method, we found that unsatisfied parents, overprotective parents, neglectful parents and excessively worried parents have the largest impact on teacher stress. Teachers who experience stress from challenging parent behaviour, suffer mostly from negative feelings toward parents, frustration on working with parents, loss of satisfaction with teaching and to a lesser extent health problems. The data for this research was collected in February and March 2007, amongst 212 elementary school teachers in the middle and middle-east region and urban agglomeration of Western-Holland, the Netherlands. The main aim of this research project is to identify at risk teachers (i.e. those most vulnerable to the presence of behaviourally challenging parents) so that interventions, both in initial teacher training as well as in in-service training, can be applied to help them develop adequate attitudes and coping skills.

Help-seeking behaviour of parents of children with hearing loss in India: a qualitative analysis

Objective The age of identification of hearing loss in children is highly influenced by the hearing help seeking behaviour of their parents, particularly in countries without universal newborn hearing screening programs. In this study, an attempt was made to identify the factors associated with help seeking behaviour in parents of children with hearing loss, and the relationship of such factors with the age of identification of hearing loss. Design Focus group discussions based on the framework of health belief model were carried out. The discussions were transcribed and the transcripts were thematically analysed. Study sample Participants were 35 parents of children with hearing loss from the state of Karnataka in India. Results The findings revealed 30 factors related to their awareness about hearing loss, geographical location, socio-economic status, family, and society. The factors differed between early and late help seekers. Conclusions Awareness, accessibility, and affordability are the key factors that influenced the hearing help seeking behaviour of the participants. Effective public awareness programs, newborn hearing screening programs, and provisions to make hearing healthcare affordable to all can reduce the age of identification of paediatric hearing loss in India.

Personal and situational factors that influence coaches’ ability to care

ABSTRACT The purpose of this study was to explore how personal and situational factors may influence sport coaches’ caring practices. 130 youth sport coaches completed an online survey including perceptions of caring, emotional intelligence, and leadership behaviours. Additionally, coaches were prompted to consider a situation when it was easy or hard to care while also identifying influencing factors. Results revealed coaches’ awareness of others’ emotions, coaches’ ability to use their emotions, and coaches’ lower use of autocratic behaviours significantly predicted their perceptions of caring on their teams. Open-ended findings revealed that having a core value/philosophy centred on caring, maintaining a collaborative and welcoming culture, engaging in relationship building, using empathy and listening skills, possessing personal experiences/expertise, encountering advantageous situations, or having positive athlete behaviour made it easier to care. It was more difficult for coaches to care when they experienced poor athlete or parent behaviour, unhelpful situational factors, lack of team culture, differing opinions among staff, or personal factors. These findings provide coaches insight into factors that may influence their ability to care.

Should the Presence of Male Teachers in Classroom Be Increased?

The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.

Mindful parenting and child behaviour problems: A chain mediating role of parental and child communicating performance.

This study investigates the impact of mindful parenting on child behaviour problems and examines the chain mediating role of parental and child communicating performance in this relationship. A 10-month follow-up survey was conducted, utilizing the Interpersonal Mindfulness in Parenting Scale (IM-P), the Parent-Child Communication Inventory, and the abbreviated version of the Child Behaviour Checklist (CBCL). At baseline (T1), higher levels of mindful parenting in parents were significantly and positively associated with both T1 parental communicating performance and child communicating performance. After 10 months, all three variables showed significant negative associations with child behaviour problems. T1 parental communication performance positively correlated with T1 child communication performance. After controlling for T1 child behaviour problems, children's gender and age, and parents' gender, the indirect association between T1 parents' levels of mindful parenting and T2 child behaviour problems was significant, mediated by T1 parental communicating performance and T1 child communicating performance. Mindful parenting enhances parental communication behaviour, leading to improved child communication behaviour and reduced child behaviour problems.

Parental Feeding Practice in Relation to Their Children’s Weight Status among Puncak Alam Residents

In Malaysia, the incidence of overweight and obesity among children has increased. Poor parental feeding behaviours lead to abnormal BMIs in children. The aim of this study is to identify parental feeding practices among Puncak Alam residents. The study involved 201 parents with children between one and five years old, with 148 mothers and 53 fathers responding to the questionnaire. Most participants were Malay and aged between 30 and 39 years old. The collected data was analyzed using descriptive statistics. Study revealed that restriction was the most used parental feeding practice for weight control, while emotion regulation was the least frequent practice.

P099 Use of Digital Technology During Child Bedtime Routines: A qualitative investigation

Abstract Introduction The Child Bedtime Routines Study (CBRT) sets out to examine patterns and attitudes towards sleep in daily life in a novel and detailed way, by constructing personal timelines of 5–8-year-old children’s sleep routines in their homes, their digital technology use, and parental attitudes and behaviours surrounding sleep and digital technology use. Methods This project involved individual semi-structured interviews with 30 parents of 5–8-year-old children via zoom. During the interview parents completed a novel visualisation of their home environment and the visual diagramming tasks for afternoon and evening, sleep and wake routines at home via the online interactive platform Mural. Results Thirty parents (Female = 86.7%) of 30 children (66.7% boys) aged between 5 and 8 years participated in the study. The most common description of their child using technology was watching shows or videos via tv or tablet. Over 76% of parents identified having rules or regulations regarding digital technology use. There was little technology use reported around bed-time routines, however, the use of apps to listen to bedtime stories was reported by some. Discussion The interviews allowed for greater description and nuance regarding the parenting decisions around technology use in the home. Household rules around the use of digital technology by children were not specifically oriented around bedtime or the potential impact of technology on sleep quality, duration, or timing. The use of technology-based sleep aids may increase, and a better understanding of the potential benefits and costs of those technologies needs to be understood.

The parenting hub of the hypothalamus is a focus of imprinted gene action.

Imprinted genes are subject to germline epigenetic modification resulting in parental-specific allelic silencing. Although genomic imprinting is thought to be important for maternal behaviour, this idea is based on serendipitous findings from a small number of imprinted genes. Here, we undertook an unbiased systems biology approach, taking advantage of the recent delineation of specific neuronal populations responsible for controlling parental care, to test whether imprinted genes significantly converge to regulate parenting behaviour. Using single-cell RNA sequencing datasets, we identified a specific enrichment of imprinted gene expression in a recognised "parenting hub", the galanin-expressing neurons of the preoptic area. We tested the validity of linking enriched expression in these neurons to function by focusing on MAGE family member L2 (Magel2), an imprinted gene not previously linked to parenting behaviour. We confirmed expression of Magel2 in the preoptic area galanin expressing neurons. We then examined the parenting behaviour of Magel2-null(+/p) mice. Magel2-null mothers, fathers and virgin females demonstrated deficits in pup retrieval, nest building and pup-directed motivation, identifying a central role for this gene in parenting. Finally, we show that Magel2-null mothers and fathers have a significant reduction in POA galanin expressing cells, which in turn contributes to a reduced c-Fos response in the POA upon exposure to pups. Our findings identify a novel imprinted gene that impacts parenting behaviour and, moreover, demonstrates the utility of using single-cell RNA sequencing data to predict gene function from expression and in doing so here, have identified a purposeful role for genomic imprinting in mediating parental behaviour.

The Rating of Emotional Abuse in Childhood (REACH) Questionnaire: A new self-report measure assessing history of childhood emotional abuse

BackgroundA history of childhood emotional abuse (CEA) is prevalent among adults with affective disorders; therefore, a comprehensive measure of it is vital. The Rating of Emotional Abuse in Childhood Questionnaire (REACH) was developed to assess history of CEA in relation to parental behaviours of threat, ignoring, humiliation/denigration, scapegoating, antipathy, and overcontrol/conditionality in a single measure. This paper investigated the psychometric properties of REACH in a community sample and proposes values for classifying individuals as high-risk for CEA. MethodA convenience sample of N = 483 adults (Female, 78.3%) was recruited to complete questionnaires that included the REACH alongside measures of mental health, insecure attachment, emotion regulation, and childhood abuse. A subset of participants (n = 198) completed the REACH 7 days later. ResultsFactor analysis indicated a 2-factor model provided a good fit. Factors were named ‘threatening’ and ‘devaluing’. A total scale score of CEA was also recommended. The threatening, devaluing, and total scales demonstrated strong psychometric properties with high internal consistency, test-retest reliability, and convergent validity, while cutoff values for identifying a high-risk CEA group demonstrated good discriminant utility. ConclusionsThe results support REACH as a valid measure and suggest a history of CEA should be measured in relation to threatening and devaluing CEA as they represent unique dimensions of CEA even though they often co-occur.

Effects of emotion coaching group programme for mothers of preschool children with smart device overdependence: a mixed methods study

BackgroundSmart device overdependence adversely affects the overall development of preschool children. This study aimed to provide an emotion coaching group programme to mothers raising preschool children who are overly dependent on smart devices and to confirm the programme’s effectiveness.MethodsThis concurrent embedded mixed methods study used a non-equivalent control group pre-post design to verify the quantitative effect of the programme, and a descriptive research design to verify the qualitative effect. The study collected data from June 2019 to March 2021 from 51 (25 experimental, 26 control) mothers raising children aged 3–6 years in South Korea. The quantitative study examined the effects of an eight-session programme, conducted once a week for two hours, on mothers’ emotional intelligence, parenting behaviour, and their children’s attachment stability and smart device overdependence using a non-equivalent control group pre-post design. The analysis used a generalized estimate equation. For qualitative research, focus group interviews were used as a descriptive research design method, and content analysis was used for analysis.ResultsQuantitatively, the results showed significant differences between the experimental and control groups in terms of changes in maternal emotional intelligence (χ2 = 14.99, p = .001), maternal positive parenting behaviour (χ2 = 9.32, p = .009), children’s unstable attachment to their mothers (χ2 = 9.49, p = .009), and children’s overdependence on smart devices (χ2 = 14.48, p = .001). Qualitatively, the study derived five themes for the experiences of mothers who participated in the programme: “hope for desirable parenting without emotional difficulties,” “feelings touched by reflection,” “warm but authoritative parenting,” “children who became responsible by gaining psychological stability,” and “changed view of my home.”ConclusionsThe emotion coaching group programme was effective in improving the emotional intelligence and parenting behaviour of mothers raising preschool children. The programme also improved preschool children’s attachment stability to their mothers and overdependence on smart devices. The programme can be useful in community practice, and the present study can be used as evidence for education and research related to device overdependence.

The effect of parenting behaviours on adolescents' rumination: a systematic review of longitudinal studies.

Rumination is an emotional regulation mechanism strongly associated with the development and maintenance of internalising psychopathology in adolescence and adulthood. Parenting behaviours (PBs) play a pivotal role in the development of rumination in children and adolescents. Nonetheless, the specific PBs that can either protect against or increase the risk of rumination development remain poorly understood. This systematic review aimed to explore the (1) temporal associations between PBs and adolescents' rumination and (2) potential moderators influencing these associations. We conducted a comprehensive search across Web of Science, Scopus, PubMed, Academic Search Complete and Eric databases, adhering to PRISMA reporting guidelines. Out of 1,868 abstracts screened, 182 articles underwent full-text examination, with nine meeting the inclusion criteria for the systematic review. Overall, the studies indicated that PBs characterised by criticism, rejection and control were positively associated with the development of rumination in adolescents, whilst PBs marked by authoritative practises exhibited a negative association with rumination. Gender, temperament, environmental sensitivity and pubertal timing emerged assignificant moderators in the effects of PBs on rumination. However, conclusions were limited due to the studies' methodological heterogeneity. Future studies on PBs and rumination should address various dimensions of PBs and different moderators to identify factors that can modify the development of rumination across adolescence. Findings may inform family-based prevention programmes to promote emotion regulation in adolescents as a protective factor against internalising psychopathology across adulthood.