@article{ref1,
title="Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents",
journal="Learning and individual differences",
year="2019",
author="Lansing, Amy E. and Plante, Wendy Y. and Golshan, Shahrokh and Fenemma-Notestine, Christine and Thuret, Sandrine",
volume="70",
number="",
pages="201-215",
abstract="Research supports cascading relationships among internalizing and externalizing symptoms, and academic problems. This constellation of problems characterizes Early-Onset/Persistent Delinquent [<b>EOPD</b>] 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psychopathology and verbal (word-list) learning/memory and evaluated: 1) verbal learning/memory profiles of Withdrawn/Depressed relative to Non-Withdrawn/Depressed youth; 2) cognitive and psychiatric predictors of verbal learning; and 3) emotion regulation as a mediator of psychiatric and cognitive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. <br><br>RESULTS indicated Withdrawn/Depressed youth recalled significantly fewer words during immediate, and some delayed, recall conditions. Less word-learning was predicted by: Withdrawn/Depressed classification, higher trauma-specific re-experiencing symptoms, greater emotion dysregulation, weaker executive skills, fewer trauma-avoidance and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 cognitive skills, among youth at high-risk for school dropout. Mental health and education implications are discussed.<p /> <p>Language: en</p>",
language="en",
issn="1041-6080",
doi="10.1016/j.lindif.2017.01.014",
url="http://dx.doi.org/10.1016/j.lindif.2017.01.014"
}