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Mental Health Intervention and Self-Regulation in Childhood and Adolescents

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Mental Health".

Deadline for manuscript submissions: closed (31 July 2022) | Viewed by 26648

Special Issue Editors

Department of Evolutionary Psychology and Education, Universidad de Granada, 18071 Granada, Spain
Interests: early childhood education; psychology; psychoeducational intervention; family intervention
Department of Evolutionary Psychology and Education, Universidad de Granada, 18071 Granada, Spain
Interests: early childhood education; psychology; psychoeducational intervention; executive function

Special Issue Information

Dear Colleagues,

Self-regulation can be seen as the ability to properly manage behavior. It has been proposed as one of the most important psychological variables for personal, social, and academic development throughout the life cycle. The regulation of one’s own behavior, by children and adolescents, has proven to be a fundamental factor in the development and maintenance of adapted behaviors and healthy behavioral habits. Proper self-regulation can reduce the likelihood of engaging in risky behavior, such as the use of alcohol or other drugs, problematic use of the Internet, or involvement in problem behavior such as bullying or juvenile delinquency.

The main objective of this Special Issue is to explore how self-regulation can become a fundamental element that underlies much of the behavior, both adapted and maladaptive, which develops during childhood and adolescence. In general, this issue aims to collect original contributions that work on issues related to the influence of self-regulation on the personal, social, and academic development of children and adolescents. In this way, work can be presented that takes into account the self-regulation of behavior and its influence on aspects such as learning difficulties, behavioral problems, and involvement in risky behavior or mental health problems. Likewise, special consideration will be given to studies that present innovative interventions to develop self-regulation from early stages of development; work carried out on topics of clear social interest; or that implement longitudinal studies.

Prof. Dr. María Carmen Pichardo Martínez
Prof. Dr. Miriam Romero-López
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • self-regulation
  • self-control
  • inhibitory control
  • adolescence
  • childhood
  • learning
  • behavioral problems
  • risk behavior

Published Papers (9 papers)

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Research

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25 pages, 717 KiB  
Article
Moral Disengagement as a Self-Regulatory Cognitive Process of Transgressions: Psychometric Evidence of the Bandura Scale in Chilean Adolescents
by Andrés Concha-Salgado, Angélica Ramírez, Beatriz Pérez, Ricardo Pérez-Luco and Eduardo García-Cueto
Int. J. Environ. Res. Public Health 2022, 19(19), 12249; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912249 - 27 Sep 2022
Cited by 5 | Viewed by 2246
Abstract
Moral disengagement is a process of cognitive restructuring that allows individuals to disassociate from their internal moral standards and behave unethically without feeling distressed. It has been described as a key predictor of maladaptive behaviors (e.g., delinquency, aggression, and cyberbullying) and as a [...] Read more.
Moral disengagement is a process of cognitive restructuring that allows individuals to disassociate from their internal moral standards and behave unethically without feeling distressed. It has been described as a key predictor of maladaptive behaviors (e.g., delinquency, aggression, and cyberbullying) and as a mediator between individual variables and unethical outcomes (e.g., empathy and aggression). We aimed to provide evidence of validity based on the internal structure, reliability, and correlations with other constructs of the most used instrument to measure disengagement from moral self-sanctions: Bandura’s Mechanisms of Moral Disengagement Scale (MMDS). A non-probabilistic national sample of 528 Chilean adolescents from 14 to 18 years participated in the study. The results showed that the 10-item version of the MMDS had a unidimensional structure and good internal consistency. As expected, the MMDS-10 showed positive and medium correlations with abusive, violent antisocial, and delinquent behaviors and negative and medium associations with prosocial behavior and empathy. Additionally, moral disengagement fully mediated the relationship between empathy and violent antisocial behavior, supporting the hypothesis on moral disengagement as a self-regulatory cognitive process. The results confirm previous research, and the findings are discussed in terms of their implications for reducing the use of moral disengagement strategies in adolescence. Full article
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12 pages, 709 KiB  
Article
The Association between Bullying Victimization and Subjective Well-Being among Children: Does the Role of Child Religiosity Matter?
by Adeem Ahmad Massarwi and Daphna Gross-Manos
Int. J. Environ. Res. Public Health 2022, 19(15), 9644; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19159644 - 05 Aug 2022
Cited by 1 | Viewed by 1616
Abstract
Bullying is a major risk factor for poor psychological development for both children and adolescents worldwide. The current study, based on data from the International Survey of Children’s Well-Being (ISCWeB), explores the association between bullying victimization and subjective well-being as well as the [...] Read more.
Bullying is a major risk factor for poor psychological development for both children and adolescents worldwide. The current study, based on data from the International Survey of Children’s Well-Being (ISCWeB), explores the association between bullying victimization and subjective well-being as well as the moderating role of the child religiosity in this context among a sample of 2733 children aged 10–12 years old in Israel. Data was collected from children using self-reporting questionnaires, adopting a random stratified sampling method. A PROCESS moderation analysis was performed using SPSS for assessing the part played by child religiosity in moderating bullying victimization and the subjective well-being of children. This produced two key findings: first, children’s subjective well-being is negatively associated with bullying victimization; second, children’s religiosity serves as a protective factor by moderating the association between the child’s bullying victimization and subjective well-being. In light of the results, we recommend professionals who work with children to incorporate spiritual and religious resources into school-based interventions aiming at strengthening the child’s inner resilience and help overcome difficulties in their lives, based on a religious coping strategies. Full article
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11 pages, 562 KiB  
Article
Ethical Regulation and High Intellectual Ability
by Sylvia Sastre-Riba and Tomás Cámara-Pastor
Int. J. Environ. Res. Public Health 2022, 19(5), 2689; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19052689 - 25 Feb 2022
Viewed by 1203
Abstract
High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with [...] Read more.
High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with HIA is scarce and necessary, suggesting that children and adolescents with HIA are superior and earlier in ethical sensitivity than their typical peers. However, cognitive excellence does not predict excellence and its development; therefore, the importance of regulating and guiding the broad ethical sensitivity of people with HIA is highlighted. The objective of this study is to explore what is the ethical sensitivity of schoolchildren with HIA compared to typical ones. A sample of n = 21 schoolchildren, previously diagnosed with HIA, and an age-matched control group of n = 23 schoolchildren of average intelligence is studied through their answers to the ATHRI questionnaire. The multivariate general linear analysis reported intergroup differences showing the highest and earliest ethical sensitivity in schoolchildren with HIA compared to typical schoolchildren from 8 to 9 years old, but not at 10 years. The generalizability coefficient was high (0.842). Educative derivations are suggested to guide the regulation of ethical sensitivity in children. Full article
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13 pages, 646 KiB  
Article
Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing
by Kelly Johnston
Int. J. Environ. Res. Public Health 2021, 18(19), 10179; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph181910179 - 28 Sep 2021
Cited by 10 | Viewed by 5801
Abstract
For many families, young children’s engagement with screen-based technology is an ongoing concern in terms of physical, social and cognitive development. They are uneasy with the difficulty children have disengaging from screens and concerned that this behavior is obsessive or a sign of [...] Read more.
For many families, young children’s engagement with screen-based technology is an ongoing concern in terms of physical, social and cognitive development. They are uneasy with the difficulty children have disengaging from screens and concerned that this behavior is obsessive or a sign of addiction. However, technology is recognized as having a “rightful role” in early childhood contexts. This scoping paper reports on a review of literature relating to digital play for children aged birth to five years, with the aim of further understanding digital wellbeing. Csikszentmihalyi’s flow theory serves as a theoretical framework for understanding why many young children enjoy digital play and become deeply engaged, with a disconnect between how young children and adults perceive digital play. Concerns about children’s deep immersion with digital play are interrogated to understand the connections with perceived addictive traits. The review highlights the critical importance of supporting children’s agency and digital citizenship skills from a young age, including the ability to critique content, balance screen-time with non-screen time and to develop self-control and self-regulation as a means to promote long-term positive outcomes for children in their digital lifeworlds and beyond. Full article
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18 pages, 2512 KiB  
Article
Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age
by Jesús de la Fuente, Erika Andrea Malpica-Chavarria, Angélica Garzón-Umerenkova and Mónica Pachón-Basallo
Int. J. Environ. Res. Public Health 2021, 18(17), 8944; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18178944 - 25 Aug 2021
Cited by 7 | Viewed by 2497
Abstract
This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated [...] Read more.
This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results. Full article
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18 pages, 1518 KiB  
Article
Can We Manage Behavioral Problems through the Development of Children’s Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program
by Ana Justicia-Arráez, María Carmen Pichardo, Miriam Romero-López and Guadalupe Alba
Int. J. Environ. Res. Public Health 2021, 18(16), 8447; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18168447 - 10 Aug 2021
Cited by 4 | Viewed by 2744
Abstract
Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and [...] Read more.
Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role. Full article
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16 pages, 434 KiB  
Article
Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
by Lucía Herrera Torres, Mara Rachel Souza-Soares de Quadros, Laura C. Sánchez-Sánchez and Tamara Ramiro-Sánchez
Int. J. Environ. Res. Public Health 2021, 18(11), 5914; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18115914 - 31 May 2021
Cited by 3 | Viewed by 2075
Abstract
The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such [...] Read more.
The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil. Full article
13 pages, 550 KiB  
Article
Reducing Aggression by Developing Emotional and Inhibitory Control
by Miriam Romero-López, María Carmen Pichardo, Ana Justicia-Arráez and Judit Bembibre-Serrano
Int. J. Environ. Res. Public Health 2021, 18(10), 5263; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18105263 - 15 May 2021
Cited by 4 | Viewed by 2533
Abstract
The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school [...] Read more.
The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development. Full article
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Review

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10 pages, 643 KiB  
Review
Mental Health and Social Development Effects of the Abecedarian Approach
by Joseph Sparling, Sharon Landesman Ramey and Craig T. Ramey
Int. J. Environ. Res. Public Health 2021, 18(13), 6997; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18136997 - 30 Jun 2021
Cited by 4 | Viewed by 4419
Abstract
The Abecedarian Approach is an early intervention and contains a broad-spectrum adult/child curriculum. The Approach has been studied in three longitudinal randomized controlled trials in the USA, starting in 1972 and continuing today. Recent research studies in multiple countries have examined the Abecedarian [...] Read more.
The Abecedarian Approach is an early intervention and contains a broad-spectrum adult/child curriculum. The Approach has been studied in three longitudinal randomized controlled trials in the USA, starting in 1972 and continuing today. Recent research studies in multiple countries have examined the Abecedarian Approach during the first three years of life. The collective findings from these studies lead to the conclusion that human development is malleable, especially in the years before school entry, and that high-quality early intervention exerts positive, early, and long-lasting influences on human development, including social development and mental health. Full article
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