Emotion Regulation and Coping Strategies in Pedagogical Students with Different Attachment Styles

Parental attachment security and problematic internet use in children: The mediating role of maladaptive cognitive emotion regulation strategies

Problematic Internet Use (PIU) is a growing problem among children. Insecure attachment has been associated with PIU and emotion dysregulation. Furthermore, there is evidence suggesting that maladaptive Cognitive Emotion Regulation Strategies (CERS), such as Self-blame, Rumination, Catastrophizing and Other-blame, lead to PIU, nevertheless, the mediating role of CERS between attachment and PIU has not been explored. A sample of 641 children (M = 10.15; SD = .89) participated in the study. The findings showed that there were significant differences between problematic and non-problematic users in terms of secure attachment and emotion dysregulation. Results show a negative association between attachment security and PIU and a negative association between attachment and maladaptive CERS, whilst maladaptive CERS were positively related with PIU. Finally, maladaptive CERS, particularly Rumination, were found to mediate the relationship between attachment security and PIU. However, Catastrophizing and Other Blame partially mediated the relationship between maternal attachment, but not the relationship between Father attachment and PIU. Limitations and implications are discussed, motivating the promotion of prevention and intervention programs.

Negative effects of the SARS-CoV-2 pandemic: The interlinking of maternal attachment representation, coping strategies, parental behavior, and the child's mental health

For more than two years, young families have been confronted with a large number of restrictions and following burdens as a result of the SARS-CoV-2 pandemic. In fact, it became evident, that the current circumstances are particularly stressful for child's mental health. With regard to the child's mental health in times of a pandemic, additional factors within the family, such as maternal attachment representations as well as coping strategies and parental behavior, may play an important role. This study aims to investigate the interplay of maternal attachment representation, coping strategies, parental behavior and child's mental health during the SARS-CoV-2 pandemic. In this longitudinal study, previously collected data regarding maternal attachment representation and newly attained data from the SARS-CoV-2-pandemic-assesment (lack of coping strategies, children's mental health and parental behavior) were combined and analyzed. The data were collected in an online survey since beginning of the pandemic, including N = 73 mothers. A path model was calculated in form of multiple linear regression. A path model could be confirmed, which indicates that insecure maternal attachment representation predicts lack of coping strategies during the pandemic [b = 5.55, 95%-CI = (4.51; 6.55), p = 0.001]. Furthermore, lack of coping strategies predicts harmful parental behavior during the pandemic [b = -0.77, 95%-CI = (-1.27; -0.21), p = 0.007], which in turn predicts children's mental health problems, namely behavioral problems [b = -0.08, 95%-CI = (-0.14; -0.01), p = 0.027]. Presence of short-time work and decrease in income since beginning of the pandemic were used as control variables. This means that since the pandemic mothers with insecure attachment representation have an increased risk of having only a few coping mechanisms available, leading to harmful parental behaviors and ultimately affecting the mental health of their children. In conclusion, the pandemic could potentially have a particularly negative influence on mothers with an insecure attachment type and therefore on their children. Therefore, tailored interventions for families should be offered that both focus on the different types of mental health problems in children and support parents in their coping skills.

Facial Expression Recognition of Instructor Using Deep Features and Extreme Learning Machine

Classroom communication involves teacher's behavior and student's responses. Extensive research has been done on the analysis of student's facial expressions, but the impact of instructor's facial expressions is yet an unexplored area of research. Facial expression recognition has the potential to predict the impact of teacher's emotions in a classroom environment. Intelligent assessment of instructor behavior during lecture delivery not only might improve the learning environment but also could save time and resources utilized in manual assessment strategies. To address the issue of manual assessment, we propose an instructor's facial expression recognition approach within a classroom using a feedforward learning model. First, the face is detected from the acquired lecture videos and key frames are selected, discarding all the redundant frames for effective high-level feature extraction. Then, deep features are extracted using multiple convolution neural networks along with parameter tuning which are then fed to a classifier. For fast learning and good generalization of the algorithm, a regularized extreme learning machine (RELM) classifier is employed which classifies five different expressions of the instructor within the classroom. Experiments are conducted on a newly created instructor's facial expression dataset in classroom environments plus three benchmark facial datasets, i.e., Cohn-Kanade, the Japanese Female Facial Expression (JAFFE) dataset, and the Facial Expression Recognition 2013 (FER2013) dataset. Furthermore, the proposed method is compared with state-of-the-art techniques, traditional classifiers, and convolutional neural models. Experimentation results indicate significant performance gain on parameters such as accuracy, F1-score, and recall.

The mediating role of difficulties in emotion regulation on attachment styles of adolescents with conduct disorders

Adolescence is a period of achieving emotion regulation skills. One of the main responsibilities of adolescents is to learn adaptive emotion regulation and personal autonomy. The purpose of this study was to investigate the mediating role of difficulties in emotion regulation in the attachment styles of adolescents with conduct disorders. This was a cross-sectional and correlational study. The study consisted of 105 adolescent residing in detention centers in the southeast of Iran using multi-stage random sampling. Data were collected using various questionnaires such as the Inventory of Parents and Peer Attachment-Revised (IPPA-R), the Difficulties of Emotion Regulation Scale (DERS), and the Strength and Difficulties Questionnaire (SDQ). Information was analyzed using path analysis. The results show parental attachment and difficulties in emotion regulation significantly contribute to the prediction of conduct problems. A sense of alienation causes conduct disorders through disturbance in emotional regulation, but trust and communication with parents are only indirectly related to conduct disorders by disturbances in emotional regulation. As attachment is closely correlated with emotional regulation and difficulties in emotion regulation also lead to the conduct disorders, it is suggested to train emotion regulation in adolescents and their families with the aim of shaping relationships that will lead to the formation of a secure attachment style in the child.