TY - JOUR
T1 - Beyond positive or negative
T2 - variability in daily parent-adolescent interaction quality is associated with adolescent emotion dysregulation
AU - Manczak, Erika M.
AU - Ham, Paula J.
AU - Sinard, Rebecca N.
AU - Chen, Edith
N1 - Funding Information:
Support was provided by the Canadian Institutes of Health Research grant 97872, National Heart, Lung, and Blood Institute grant R01-HL108723, National Institute on Drug Abuse grant P30-DA027827, and National Institute of Mental Health grant F31-MH105092.
Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/5/19
Y1 - 2019/5/19
N2 - Previous work on the contribution of family environments to adolescent emotion dysregulation has tended to focus on broad parenting characteristics (such as warmth); however, it is possible that day-to-day variability in parenting may also relate to emotion dysregulation. The current study sought to test whether inconsistency in the quality of daily parent-youth interactions related to multiple indices of emotion dysregulation in adolescents. Two-hundred-twenty-two adolescents (ages 13–16; 53% female) participated with one parent. Adolescents completed 14-days of diary reporting on the quality of interactions with their parent (negative/neutral/positive) and their emotion dysregulation experiences for each day. Analyses reveal that, beyond the effects of average interaction quality, adolescents with greater variability in the quality of their interactions with their parent reported greater average emotion dysregulation across the days of diary recording and demonstrated greater variability in their ratings of daily emotion dysregulation. Findings were not accounted for by parental warmth or hostility, parent-reported trait-level emotion regulation, or day-level associations between study variables. In these ways, greater variability–and not merely greater negativity–during interactions between parents and adolescents was related to adolescent emotion dysregulation, suggesting that consistency in parent–adolescent relationships may be an important dimension of psychosocial risk to consider within families.
AB - Previous work on the contribution of family environments to adolescent emotion dysregulation has tended to focus on broad parenting characteristics (such as warmth); however, it is possible that day-to-day variability in parenting may also relate to emotion dysregulation. The current study sought to test whether inconsistency in the quality of daily parent-youth interactions related to multiple indices of emotion dysregulation in adolescents. Two-hundred-twenty-two adolescents (ages 13–16; 53% female) participated with one parent. Adolescents completed 14-days of diary reporting on the quality of interactions with their parent (negative/neutral/positive) and their emotion dysregulation experiences for each day. Analyses reveal that, beyond the effects of average interaction quality, adolescents with greater variability in the quality of their interactions with their parent reported greater average emotion dysregulation across the days of diary recording and demonstrated greater variability in their ratings of daily emotion dysregulation. Findings were not accounted for by parental warmth or hostility, parent-reported trait-level emotion regulation, or day-level associations between study variables. In these ways, greater variability–and not merely greater negativity–during interactions between parents and adolescents was related to adolescent emotion dysregulation, suggesting that consistency in parent–adolescent relationships may be an important dimension of psychosocial risk to consider within families.
KW - Families
KW - emotion dysregulation
KW - inconsistency
KW - parent-adolescent interactions
KW - relationship quality
UR - http://www.scopus.com/inward/record.url?scp=85047446928&partnerID=8YFLogxK
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U2 - 10.1080/02699931.2018.1479243
DO - 10.1080/02699931.2018.1479243
M3 - Article
C2 - 29804508
AN - SCOPUS:85047446928
VL - 33
SP - 840
EP - 847
JO - Cognition and Emotion
JF - Cognition and Emotion
SN - 0269-9931
IS - 4
ER -