ALEXITHYMIA, EMOTIONAL REGULATION, PARENTING STYLE, AND PSYCHOLOGICAL DISTRESS AMONG CHILDREN
Bibliographic record
Abstract
This study explores how alexithymia and emotional regulation influence psychological distress in children. The research aims to investigate the relationship between alexithymia and emotional regulation and how these factors contribute to psychological distress. Children who grow up in emotionally neglectful environments often develop difficulties in recognizing and expressing emotions, a condition known as alexithymia which leads to emotional dysregulation and heightened stress levels. A purposive sampling was used to collect the sample of 200 participants aged 10–15. Toronto Alexithymia Scale (TAS-20), Emotional Regulation Questionnaire (ERQ), Depression, Anxiety, and Stress Scale – Short Form (DASS-21) and the Parenting Style Inventory were used. The findings of the study revealed that there is a significant relationship between alexithymia, parenting style, and psychological distress. Emotional regulation mediated several relationships. Findings emphasize the need for early emotional education and positive parenting interventions to support children's mental well-being.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".