Research on Child and Adolescent Psychopathology最新文献

Childhood behavioral problems are associated with significant long-term consequences, yet the underlying cognitive mechanisms remain poorly understood. In this study, we employed computational modeling alongside traditional reaction time (RT) measures to investigate cognitive control during a flanker task. We evaluated the predictive utility of these methods in explaining variance across eight transdiagnostic symptom domains in late childhood (mean age = 10.0 years; n = 10,343) from the Adolescent Brain Cognitive Development study. We compared simultaneous regression models across congruent and incongruent conditions using an RT-only model and a drift-diffusion model (DDM) that incorporated boundary separation, bias, drift rate, and non-decision time parameters. Results from the RT-only models indicated that slower reaction times across both task conditions were associated with higher scores on most symptom subscales, suggesting more behavioral problems. For both task conditions, DDM regressions accounted for more total variance across symptom domains compared to RT models. Additionally, DDM regressions demonstrated that impoverished evidence accumulation emerged as a shared feature of both internalizing and externalizing behaviors, while reductions in non-decision time, indicative of increased impulsiveness, were unique to rule-breaking and aggressive behaviors. These findings suggest that different aspects of cognitive control are associated with specific behavioral problems in children, rather than just overall response speed. Present results provide new insights into cognitive control dynamics and suggest that targeting ineffective cognitive control could be crucial for the prevention and intervention of childhood psychopathology.

Academic underachievement is often reported in children with attention-deficit/hyperactivity disorder (ADHD). Research shows working memory (WM), and processing speed (PS) have a predictive role in their academic difficulties. Recent evidence suggests both cognitive functions are related, where slower PS underlies WM deficits. This relationship is not accounted for in the current literature on academic underachievement in children with ADHD. In the current study, the role of PS and WM in the association between ADHD symptom severity and academic achievement is investigated in a sample of 504, 6 to 12 years old children diagnosed with ADHD. Academic achievement is assessed across three subjects (mathematics, reading and spelling), by three measurement methods (standardized tests, parent, and teacher ratings). In addition, the role of PS is investigated in the relationship between ADHD symptom severity and WM. Findings show the association between inattention symptom severity and achievement on all three academic subjects is statistically mediated by PS and WM sequentially. For mathematics and spelling performance, PS was a single mediator in this association. Further, PS statistically mediated the relation between inattention symptom severity and WM performance. Hyperactivity/impulsivity symptom severity predicted mathematics performance directly, but none of the indirect effects were significant. The current results show that PS plays an important role in the academic achievement of children with increased inattention symptoms, as well as the WM deficits often reported in this population. These findings have important implications for theoretical accounts of ADHD, as well as academic interventions, currently focusing primarily on WM deficits.

Episodes of cyberbullying victimisation have serious consequences among adolescents, which worsen when their involvement is perpetuated over time. It is therefore important to understand what factors lead to long-term cybervictimisation to prevent it. This one-year longitudinal study examines significant socioemotional factors in the origin and dynamics of cybervictimisation, not yet jointly explored in its perpetuation. Participants were 427 Spanish 7th -, 8th -, 9th - and 10th -grade students (52.9% boys, 46.8% girls, 0.2% other), aged 12-17 (M_age = 13.08, SD = 1.01). Adolescents completed a series of self-reported questionnaires assessing peer pressure, anger dysregulation, and cybervictimisation. The results revealed that: (a) of the total sample, 5.6% were cybervictims only at T1 and 8.0% only at T2, and 3.6% were long-term cybervictims; (b) all variables were significantly and positively correlated at T1 and T2, except cybervictimisation at T1 and anger dysregulation at T2; (c) scores varied according to gender and age; and (d) peer pressure can increase the risk of long-term cybervictimisation, specifically in cases where anger dysregulation levels are moderate or low. The results highlight the importance of considering moderating mechanisms involved in increasing the risk of long-term cybervictimisation as well as the need to promote positive peer group dynamics and emotion management to avoid perpetuating the problem.

While previous studies have highlighted a link between childhood maltreatment and body dysmorphic disorder (BDD), the psychological mechanisms underlying this association remain unclear-especially during adolescence. This cross-sectional study investigated cognitive, emotional, and behavioral mechanisms associated with BDD in adolescents with a history of childhood maltreatment. Participants included three groups: adolescents with BDD (n = 61), psychiatric controls (n = 68), and healthy controls (n = 70). All participants completed standardized clinical interviews, self-report questionnaires, and behavioral tasks assessing childhood maltreatment, social-cognitive processing, emotion regulation, and cognitive-behavioral control. Compared to psychiatric and healthy controls, adolescents with BDD reported a higher prevalence of emotional abuse and neglect, greater fear of negative evaluation, and more threat-related interpretive biases. They also showed elevated maladaptive schemas and emotion regulation difficulties, increased attention to appearance-related emotional stimuli, and reduced cognitive control and behavioral inhibition. Findings suggest that childhood maltreatment-particularly emotional abuse and neglect-may be associated with cognitive-affective and neurobehavioral vulnerabilities in adolescents with BDD. These results highlight potential targets for early identification and intervention strategies during this sensitive developmental stage.

Bullying and peer victimization are major public health concerns among adolescents. In recent years, a bidirectional relationship between emotional symptoms and peer victimization has been proposed. Cognitive theories emphasize the role of cognitive biases (i.e., attention and interpretation) in the onset and maintenance of emotional symptoms. Considering this framework, this study aimed to examine whether cognitive biases predict temporal changes in peer victimization (i.e., physical, verbal-relational, and cyberbullying) by contributing to higher levels of emotional symptomatology. A sample of 179 adolescents aged 13-16 years old (M = 14.5) was assessed at two time points by completing self-report measures of peer victimization (CMIE-IV), depressive and anxious symptoms (SMFQ and GAD, respectively), and an experimental task (SST) for the assessment of cognitive biases of attention and interpretation. Structural equation modeling was conducted to examine whether emotional symptoms at T2 mediated the relationship between cognitive biases at T1 and changes in different forms of peer victimization from T1 to T2 (i.e., three months). Results showed an indirect effect of attention bias on changes in different types of peer victimization through interpretation bias and depressive symptoms. Likewise, attention bias had a direct effect on interpretation bias, and interpretation bias had a direct effect on depressive symptoms. These findings support the central role of cognitive biases in understanding the occurrence of depressive symptomatology and its potential impact on adolescents' higher risk of suffering from different peer victimization experiences.

Binge eating and binge drinking commonly onset in adolescence and frequently co-occur with one another, especially among females. Understanding shared and unique risk factors for these behaviors can inform etiological models and elucidation of common and specific prevention/intervention targets. We analyzed self-report data from 1,994 participants of the Pittsburgh Girls Study, a population-based longitudinal study of behavioral and emotional development. We used path analysis to examine the impact of age 14 predictor variables on age 16 binge eating and drinking, adjusting for these behaviors at age 14. We hypothesized that greater negative emotionality, sensation-seeking, and impulsivity would be shared risk factors, whereas higher body mass index and thinness expectancies would be unique to binge eating, and positive alcohol expectancies would be unique to binge drinking. Results showed little comorbidity between binge eating and drinking (1.9% at age 14; 4.4% at age 16). Of the three hypothesized shared risks, only age 14 negative emotionality was associated with both binge eating and drinking at age 16; sensation-seeking was associated with binge drinking only and impulsivity was unrelated to either outcome. None of the hypothesized unique risk factors were associated with binge eating. Contrary to hypotheses, positive alcohol expectancies were related to both binge eating and drinking. While this study requires replication and extension to a greater spectrum of putative risk factors, findings suggest that negative emotionality and positive alcohol expectancies, but not impulse control or appearance-related factors, may be viable targets for unified prevention/treatment protocols delivered in community settings.

The current longitudinal study examined bidirectional links between harsh parenting (HP) and child externalizing behaviors (EXT) in middle childhood (ages 6-8, 55.7% female, 92% White), with self-regulation (effortful control, working memory, attention regulation) and household chaos as moderators. Data were collected from 174 families across three annual waves, using both maternal reports and observational assessments. Cross-lagged panel analyses revealed bidirectional effects based on observer-reported HP, while maternal reports showed only a child-driven effect (EXT → HP). Moderation analyses indicated that distinct aspects of child-regulation influenced these dynamics in nuanced ways. Effortful control unexpectedly amplified the parent-driven effect (HP → EXT), while working memory buffered the parent effect. Attention regulation strengthened the child-driven effect. Household chaos did not moderate these links. These findings underscore the dual role of self-regulation as both a risk and protective factor, depending on the context and regulatory domain. Results highlight the value of multimethod, multi-informant designs in understanding complex parent-child interactions and suggest that interventions promoting both supportive parenting and child regulatory skills may help mitigate behavioral difficulties during this key developmental stage.

The present study tested three aims regarding the socializing roles of peer victimization and harsh parenting in the development of callous-unemotional (CU) behaviors. First, we investigated whether peer victimization's promotive effects on the development of CU behaviors extend downward to early childhood and persist above effects of harsh parenting. We then considered whether, consistent with recent theoretical models, the effects of family and peer stressful experiences may be stronger for those who are emotionally (i.e., higher irritability) or physiologically (i.e., higher basal salivary cortisol) sensitive. Aims were tested over one year across the transition from preschool to kindergarten using a community sample (N = 263, M_age = 4.32 years, SD = 0.31 years, 47.7% female). Harsh parenting and CU behaviors were measured using parent report. Irritability and physical and relational victimization were measured using teacher report. Basal cortisol was assessed from saliva samples collected on three consecutive days in the morning. Hypothesized effects of peer victimization were not supported. However, consistent with hypotheses, harsh parenting predicted increases in CU behaviors specifically for youth with high levels of irritability (i.e., > 2.12 SDs from the mean; B = 0.26, p =.05). Finally, lower cortisol directly predicted increased CU behaviors (B = - 0.23, p <.001). Findings provide support for negative emotional reactivity as a moderating factor in the effects of harsh parenting on the development of early childhood CU behaviors, whereas HPA axis hypoactivity may directly increase risk.

Classroom environment may play a significant role in shaping adolescent development. This one-year longitudinal study investigated the moderating effects of classroom cultural norms on the relations between aggression and adjustment among Chinese adolescents. Participants included 2,671 students (47.7% boys) in middle schools, initially in 7th grade (M age = 12.91 years), in China. Data on self- and group-orientations, aggression, and adjustment variables were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Classroom group-oriented norm significantly moderated the relations between aggression and later adjustment. More specifically, aggression was negatively associated with academic and social competence in classrooms with higher scores on group-oriented norm. Aggression was also positively associated with distinguished studentship and negatively associated with loneliness in classrooms with lower scores on group-oriented norm. The results suggested that adolescents who were more aggressive performed worse in classrooms with a higher group-oriented norm and better in classrooms with a lower group-oriented norm. The study indicates that the context of classroom may affect school and psychosocial adjustment of adolescents high on aggression.