Emotion Socialization and Regulation Supporting Adolescent Psychosocial Adjustment to the Covid-19 Pandemic
Bibliographic record
Abstract
Emotion-related parenting practices are expected to influence adolescent psychosocial adjustment via the development of emotion regulation. However, the role of emotion regulation strategies as the mechanism through which differences in adjustment occurs has yet to be assessed. Additionally, the role and function of these parenting behaviours in the transition to adolescence remains unclear, despite being a potential source of resilience. Questionnaire data from the first 2 assessments of a 5-year annual longitudinal study as well as an additional timepoint added in response to the onset of the Covid-19 pandemic (May-June 2020) was used to assess relevant variables. Emotion-related parenting practices were assessed at Time 1 of data collection, adolescent emotion regulation strategies were assessed at Time 2, and adolescent adjustment was assessed at Time 3 of data collection. Participants were parent-adolescent dyads (N=131), with adolescents aged 11-12 at Time 1. Three multiple mediation analyses were used to evaluate whether four emotion regulation strategies (Reappraisal, Engagement, Rumination, and Suppression) mediated the relationship between three emotion-related parenting practices (Emotion Coaching, Acceptance, and Uncertainty), and adolescent adjustment to the Covid-19 pandemic. An additional analysis was conducted to assess any sex differences in these relationships. Results showed that while both parent’s Emotion Coaching and Uncertainty influenced adolescent’s adjustment, Emotion Regulation Strategies did not mediate this relationship. Emotion regulation strategies do not appear to the mechanism through which emotion-related parenting practices influence adolescent psychosocial adjustment, however suggested alternatives such as emotional lability are explored in the discussion. The present study also highlights the role of parental Emotion Coaching in the development of adolescent psychosocial adjustment or resilience, including to a universal stressor such as the Covid-19 pandemic.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".