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13-09-2019 | Original Paper

Social Risk and Internalizing Distress in Middle Childhood: The Moderating Role of Emotion Regulation Processes

Auteurs: Cara M. McClain, S. Taylor Younginer, L. Christian Elledge

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2020

Abstract

Objectives

This study examined whether the relation between peer victimization or rejection and internalizing distress (anxiety and depressive symptoms) was moderated by emotion regulation processes in a sample of elementary schoolers.

Methods

Analyses were based on a sample of 476 third and fourth-grade children (M = 9.16 years). Data were collected in the fall and spring of one academic year. Peer-reported victimization and rejection were assessed through a peer nomination inventory. Child-reported victimization, anxiety, depressive symptoms, and emotion regulation were assessed via self-report measures.

Results

Findings from multiple group path models provided evidence that girls scoring higher on peer rejection and boys scoring higher on peer-reported relational victimization reported fewer depressive symptoms in the spring when scoring lower on expressive suppression (girls: β = 0.157, SE = 0.067, p = 0.019; boys: β = 0.239, SE = 0.099, p = 0.016). Alternatively, boys scoring higher on self-reported peer victimization in the fall reported fewer anxiety symptoms in the spring when scoring higher on expressive suppression (β = −0.260, SE = 0.117, p = 0.027) or lower on cognitive reappraisal (β = 0.246, SE = 0.097, p = 0.011). Boys’ peer-reported victimization emerged as a positive predictor of anxiety in the spring, but only at high levels of cognitive reappraisal (β = 0.284, SE = 0.128, p = 0.026).

Conclusions

Results suggest that expressing emotion is a useful process for reducing depressive symptoms in rejected girls and relationally victimized boys. For boys, suppressing emotion may reduce the risk for developing anxiety as a consequence of peer victimization. Results suggest cognitive reappraisal is not an effective strategy for reducing anxiety in boys as a consequence of peer victimization. This study helps inform our understanding of the role of emotion regulation in relation between peer relationship difficulties and internalizing distress.

vorige artikel Understanding the Externalizing Behavior of School-Age Boys: The Role of a Mother’s Mentalization and Attachment

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Titel: Social Risk and Internalizing Distress in Middle Childhood: The Moderating Role of Emotion Regulation Processes
Auteurs: Cara M. McClain
S. Taylor Younginer
L. Christian Elledge
Publicatiedatum: 13-09-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 1/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-019-01548-9

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Social Risk and Internalizing Distress in Middle Childhood: The Moderating Role of Emotion Regulation Processes

Abstract

Objectives

Methods

Results

Conclusions

Andere artikelen Uitgave 1/2020

The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior

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Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

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The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior

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