scholarly journals Relationship between early language competence and cognitive emotion regulation in adolescence

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Sarah Griffiths ◽  
Chatrin Suksasilp ◽  
Laura Lucas ◽  
Catherine L. Sebastian ◽  
Courtenay Norbury ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Language Disorder ◽  
Language Skills ◽  
School Entry ◽  
Mental Health Needs ◽  
Cognitive Emotion Regulation ◽  
Language Competence ◽  
Good Mental Health ◽  
Language Difficulties

Cognitive emotion regulation improves throughout adolescence and promotes good mental health. Here, we test whether language skills at school entry predict success in emotion regulation in an experimental task at age 10–11, using longitudinal data from the Surrey Communication and Language in Education Study. We additionally compared the performance of children with and without language disorder (LD). Across the whole sample ( N = 344), language skills at school entry predicted emotion regulation success in Year 6 ( β = 0.23), over and above the concurrent association between language and regulation success. There was no evidence that children with LD that could engage in the task were less successful regulators compared to peers with typical language. However, a quarter of children with LD were unable to complete the task. These children had more severe language difficulties, lower non-verbal IQ and more comorbid conditions. This has implications for clinicians addressing mental health needs for children with neurodevelopmental conditions that affect language, as conversations about emotions and emotion regulation are an integral part of therapy. The longitudinal relationship between language skills and the capacity to use temporal distancing for emotion regulation in early adolescence suggests that language may drive improvements in emotion regulation.

scholarly journals Relationship between early language competence and cognitive emotion regulation in adolescence

2021 ◽  
Author(s):  
Sarah Louise Griffiths ◽  
Chatrin Suksasilp ◽  
Laura Lucas ◽  
Catherine L. Sebastian ◽  
Courtenay Norbury
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Language Skills ◽  
Negative Emotions ◽  
Large Population ◽  
School Entry ◽  
Cognitive Emotion Regulation ◽  
Good Mental Health

Background Effective use of cognitive reappraisal strategies for emotion regulation improves throughout adolescence and promotes good mental health. Language skills may partially drive improvements in reappraisal efficacy, meaning children with neurodevelopmental conditions that affect language may not learn to regulate emotions as effectively as their peers. Method Data are from the Surrey Communication and Language in Education Study (SCALES); a large, population derived cohort of children with diverse language and cognitive skills. We tested whether language skills at school entry predicted success in regulating negative emotions at age 10-11 using a temporal distancing strategy, in a task that utilised hypothetical distressing scenarios. We additionally compared children that met the criteria for Language Disorder (LD) in Year 1 to children with typical language, on their temporal distancing performance. Results Across the whole sample (N = 344), language skills at school entry predicted emotion regulation success in Year 6 (β = .23), over and above the concurrent association between language and regulation success. A quarter of children with LD were unable to complete the temporal distancing task. These children had more severe language difficulties, lower non-verbal IQ and more comorbid conditions. There was no evidence that children with LD that could engage in the task were less successful in using the temporal distancing strategy to reduce negative emotions compared to peers with typical language. Discussion There is a longitudinal relationship between language skills at school entry and the ability to use reappraisal for emotion regulation in early adolescence. This suggests that language may help children learn how to effectively regulate their emotions. Many children with LD were unable to participate in the task. This has implications for clinicians addressing mental health needs for children with neurodevelopmental conditions that affect language, as conversations about emotions and emotion regulation are an integral part of therapy.

scholarly journals Early language competence, but not general cognitive ability, predicts children’s recognition of emotion from facial and vocal cues

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9118
Author(s):  
Sarah Griffiths ◽  
Shaun Kok Yew Goh ◽  
Courtenay Fraiser Norbury ◽  
Keyword(s):  
Mental Health ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Language Skills ◽  
Early Language ◽  
Emotion Identification ◽  
Good Mental Health ◽  
Vocal Emotion ◽  
Emotion Cues

The ability to accurately identify and label emotions in the self and others is crucial for successful social interactions and good mental health. In the current study we tested the longitudinal relationship between early language skills and recognition of facial and vocal emotion cues in a representative UK population cohort with diverse language and cognitive skills (N = 369), including a large sample of children that met criteria for Developmental Language Disorder (DLD, N = 97). Language skills, but not non-verbal cognitive ability, at age 5–6 predicted emotion recognition at age 10–12. Children that met the criteria for DLD showed a large deficit in recognition of facial and vocal emotion cues. The results highlight the importance of language in supporting identification of emotions from non-verbal cues. Impairments in emotion identification may be one mechanism by which language disorder in early childhood predisposes children to later adverse social and mental health outcomes.

scholarly journals The Impact of Intolerance of Uncertainty on Reappraisal and Suppression

2021 ◽  
Author(s):  
Jocelyn Shu ◽  
Kevin Ochsner ◽  
Elizabeth A. Phelps
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Intolerance Of Uncertainty ◽  
Well Being ◽  
Health It ◽  
Cognitive Emotion Regulation ◽  
Life Study ◽  
Regulation Strategies ◽  
The Impact ◽  
The Relationship

The uncertainty of the COVID-19 pandemic highlights the importance of understanding how attitudes towards uncertainty affect well-being. Intolerance of uncertainty is a trait associated with anxiety, worry, and mood disorders. As adaptive emotion regulation supports well-being and mental health, it is possible that intolerance of uncertainty decreases the capacity to use adaptive emotion regulation and increases the use of maladaptive strategies. However, little research exists on the relationship between intolerance of uncertainty and use of cognitive emotion regulation strategies, such as reappraisal and suppression. Study 1 demonstrated that scores on the Intolerance of Uncertainty Scale were associated with greater worry related to the COVID-19 pandemic, decreased capacity to implement reappraisal, and greater self-reported use of suppression in daily life. Study 2 provided a preregistered replication of these findings. These results suggest that intolerance of uncertainty may impact mental health by reducing the capacity and tendency to use adaptive emotion regulation.

scholarly journals A MENTÁLIS EGÉSZSÉG KONTINUUM SKÁLA RÖVID VÁLTOZATÁNAK HAZAI VALIDÁCIÓJA

2020 ◽  
Vol 75 (2) ◽  
pp. 217-246
Author(s):  
Reinhardt Melinda ◽  
Horváth Zsolt ◽  
Tóth László ◽  
Kökönyei Gyöngyi
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Big Five ◽  
Structural Equation ◽  
Short Form ◽  
Well Being ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Cognitive Emotion Regulation ◽  
Hungarian Version

Háttér és célkitűzésekA Mentális Egészség Két-kontinuum Modellje a mentális egészség pozitív összetevőit, a szubjektív jóllét komponenseit összegzi. Vizsgálatunkban a modell alapján létrehozott Mentális Egészség Kontinuum Skála rövid változatának (rövid MEKS) pszichometriai mutatóit és faktorszerkezetét teszteltük hazai felnőtt egyetemista mintán.Módszer552 egyetemista (71,5% nő, átlagéletkor = 22,09 év, szórás = 3,66) vett részt a keresztmetszeti elrendezésű vizsgálatban, akiket a következő kérdőívek kitöltésére kértünk: Mentális Egészség Kontinuum Skála - rövid változat; Majdnem Tökéletes Skála - rövid változat; Depresszió, Szorongás és Stressz Kérdőív - rövid változat (DASS-21); Kognitív Érzelem Reguláció Kérdőív - rövid változat és Big Five Személyiség- leltár-2 (BFI-2).EredményekA Mentális Egészség Kontinuum Skála rövid változatának a tételek kereszttöltéseit is megengedő (Exploratory Structural Equation Modeling, ESEM) bifaktoros szerkezetét erősítettük meg: a globális szubjektív jóllét faktor erős jelenléte mellett az eredeti szerző, Corey L. M. Keyes által leírt három specifikus (érzelmi, pszichológiai és társas) jóllét faktor is megerősítést nyert. A bifaktoros ESEM modell nemi invarianciáját is sikerült igazolnunk. A mérőeszköz megbízhatósági eredményei kiválóak (ω = 0,79-0,92 között), ahogyan validitása is bizonyítást nyert: az elvártaknak megfelelően a pozitív mentális egészség mutatók (teljes rövid MEKS és alskálái) a depresszív, a szorongásos és a stressz tünetekkel, valamint az önkritikus, maladaptív perfekcionizmussal fordított irányú együtt járást mutatnak, míg az adaptív kognitív érzelemregulációs stratégiákkal és az alkalmazkodást segítő személyiségvonásokkal (barátságosság, lelkiismeretesség, érzelmi stabilitás, extraverzió) pozitív kapcsolatban állnak.KövetkeztetésekEredményeink szerint egy valid, a szubjektív jóllét szintet globálisan és annak egyes területeit is megbízhatóan mérő önkitöltős kérdőívet tudtunk bevezetni a magyar tesztállományba.Background and aimsThe Two Continua Model of Mental Health summarizes the positive components of mental health. Our aim was to test the psychometric characteristics and the factor structure of the Hungarian version of the Mental Health Continuum-Short Form (MHC-SF), a measurement based on the Two Continua Model of Mental Health, among Hungarian university students.Methods552 university students (71.5% women, mean age = 22.09, SD = 3,66) took part in the cross-sectional research. Respondents filled out the following questionnaires: Hungarian version of the MHC-SF; the Short Form of the Revised Almost Perfect Scale; the Depression Anxiety and Stress Scales (DASS-21), the short version of the Cognitive Emotion Regulation Questionnaire; the Big Five Invento- ry-2.ResultsWe strenghtened the bifactor structure of the Hungarian version of the MHC-SF in Exploratory Structural Equation Modeling (ESEM) framework, which allows the cross-loadings of the items. Beside the strong global subjective well-being factor specific (emotional, psychological, and social) well-being factors emerged. Measurement invariance across gender is also demonstrated. The reliabilty of the Hungarian MHC-SF is excellent (ω = 0.79-0.92), as well as its validity. As it was expected, indicators of positive mental health associated negatively with depressive, anxiety, and stress symptoms, furthermore self-critical and maladaptive perfectionism. In contrast, global and specific components of subjective well-being were in positive association with adaptive cognitive emotion regulation strategies and certain personality traits, like agreeableness, conscientiousness, emotional stability, and extraversion.ConclusionsAccording to our results a valid questionnaire was introduced into the Hungarian test system, which can reliably measure global subjective well-being, as well as its specific components.

scholarly journals Pengaruh regulasi emosi kognitif terhadap depresi pada mahasiswa tingkat akhir dimasa pandemi covid-19

Cognicia ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 76-84
Author(s):  
Vira Qoyyum Maslita ◽  
Putri Saraswati ◽  
Udi Rosida Hijrianti
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Mental Health Problems ◽  
Sampling Technique ◽  
Research Data ◽  
Simple Linear Regression ◽  
Research Subjects ◽  
Cognitive Emotion Regulation ◽  
Symptoms Of Depression ◽  
Regression Test

The COVID-19 pandemic has affected people’s mental health, especially in the education sector. One of the mental health problems that often occur in students who are completing their final assignments are symptoms of depression. Cognitive emotion regulation is one capacity to overcome depression with the use of adaptive approach. The purpose of this study was to determine the effect of cognitive emotion regulation on depression in final year students in Indonesia during the covid-19 pandemic. This study uses a quantitative approach. The research subjects were 349 final year students and their data were taken using an accidental sampling technique. Analysis of research data used the simple linear regression test. The results showed that there was a significant influence between cognitive emotion regulation and depression (p = 0.00). The effect of cognitive emotion regulation shown is 4.2% of the variance of depression.   Keywords: Cognitive emotion regulation, college students, covid-19, depression, final assignment

Sign in / Sign up

Export Citation Format

Share Document