Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents
| Autor: | Christine Fennema-Notestine, Amy E. Lansing, Shahrokh Golshan, Sandrine Thuret, Wendy Y. Plante |
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| Rok vydání: | 2019 |
| Předmět: |
050103 clinical psychology
Social Psychology Recall education 05 social sciences Poison control Cognition Verbal learning Mental health Article Education Developmental psychology 03 medical and health sciences 0302 clinical medicine Injury prevention Developmental and Educational Psychology 0501 psychology and cognitive sciences Cognitive skill Psychology 030217 neurology & neurosurgery Clinical psychology Psychopathology |
| Zdroj: | Learning and Individual Differences. 70:201-215 |
| ISSN: | 1041-6080 |
| DOI: | 10.1016/j.lindif.2017.01.014 |
| Popis: | Research supports cascading relationships among internalizing and externalizing symptoms, and academic problems. This constellation of problems is characteristic of early-onset, persistent delinquent [EOPD] youth, and appropriately targeted interventions accounting for this comorbidity may improve outcomes. To investigate these relationships in EOPD youth, we characterized their cross-diagnostic psychopathology and verbal (word-list) learning/memory and evaluated: 1) verbal learning/memory profiles of Withdrawn/Depressed relative to Non-Withdrawn/Depressed youth; 2) cognitive and psychiatric predictors of verbal learning; and 3) emotion regulation as a mediator of psychiatric and cognitive relationships. Results indicated Withdrawn/Depressed youth recalled significantly fewer words during immediate, and some delayed, recall conditions. Less word-learning was predicted by: Withdrawn/Depressed classification, higher trauma-specific re-experiencing symptoms, greater emotion dysregulation, weaker executive skills, fewer trauma-avoidance and aggressive symptoms, and earlier alcohol-use onset. Emotion regulation strongly mediated the relationship between verbal learning and psychopathology, but not other cognitive skills, among these youth at high-risk for school dropout. Mental health and education implications are discussed. |
| Databáze: | OpenAIRE |
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