The moderating effects of adult attachment and empathy abilities on the relationship between pre-service teacher's difficulties in emotion regulation and behavior problems

2017 ◽  
Vol 26 (2) ◽  
pp. 23-40
Author(s):  
Choon-Kyung Kim ◽  
Min-Kyu Cho
Keyword(s):  
Emotion Regulation ◽  
Behavior Problems ◽  
Adult Attachment ◽  
Moderating Effects ◽  
Difficulties In Emotion Regulation ◽  
And Behavior ◽  
The Relationship

scholarly journals Daily stress spillover and crossover: Moderating effects of difficulties in emotion regulation in same-sex couples

2019 ◽  
Vol 37 (4) ◽  
pp. 1245-1267
Author(s):  
Ashley N. Cooper ◽  
Chun Tao ◽  
Casey J. Totenhagen ◽  
Ashley K. Randall ◽  
Sarah R. Holley
Keyword(s):  
Emotion Regulation ◽  
Minority Stress ◽  
Moderating Effects ◽  
Same Sex ◽  
Daily Stress ◽  
Same Sex Couples ◽  
Diary Data ◽  
Difficulties In Emotion Regulation ◽  
Prior Literature ◽  
The Relationship

Using daily diary data from 81 same-sex couples, we examined the link between stress experienced outside the relationship (external) and within the relationship (internal) for individuals (stress spillover) and their partners (stress crossover). Extending prior literature, we examined spillover and crossover of both common external (e.g., work stress) and sexual minority stress (e.g., discrimination based on sexual orientation) and the extent to which individuals’ own and their partner’s difficulties in emotion regulation moderated these associations. We found compelling evidence for spillover of common external stress and crossover of both types of stress. Further, we found both concurrent (same day) and lagged (next-day) stress spillover and crossover processes for both types of external stressors, moderated by both partners’ reported difficulties in emotion regulation. Findings related to stress spillover and crossover as well as implications for researchers and clinicians working with same-sex couples are discussed.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

scholarly journals The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

2020 ◽  
Vol 10 (8) ◽  
pp. 129 ◽  
Author(s):  
Sónia Maria Martins Caridade ◽  
Hélder Fernando Pedrosa e Sousa ◽  
Maria Alzira Pimenta Dinis
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Context ◽  
School Personnel ◽  
Mediating Effect ◽  
Potential Factor ◽  
And Behavior ◽  
The Relationship

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

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