Emotion regulation, perfectionism, and eating disorder symptoms in adolescents: the mediating role of cognitive eating patterns.

Poor emotion regulation, along with elevated perfectionism, is recognised as a risk factor for the development of eating disorder (ED) symptoms. Therefore, the aim of our study was to examine the relationship between emotion regulation difficulties and perfectionism with ED symptoms, while controlling for emotional eating, uncontrolled eating, and cognitive restraint as mediators. In total, 482 adolescents (246 girls and 236 boys; M = 15.00, SD = 0.31) participated in this study. Based on the participants' body height and weight measured by the medical team during their regular preventive health examinations, the body mass index (BMI) was calculated. Participants also answered the Difficulties in Emotion Regulation Scale, Multidimensional Perfectionism Scale, Three-Factor Eating Questionnaire, and Eating Disorder Examination Questionnaire. According to the results obtained, adolescent girls in our sample reported more difficulties in emotion regulation, more uncontrolled and emotional eating, and more ED symptoms. A significant direct effect was found for difficulties in emotion regulation and ED symptoms but not for perfectionism. In addition, only emotional eating and cognitive restraint (not uncontrolled eating) mediated the relationship between difficulties in emotion regulation and perfectionism and ED symptoms. The results suggest that difficulties in emotion regulation may be more important than perfectionism in explaining ED symptoms in a sample of healthy adolescents. When adolescents experience problems in emotion regulation in combination with emotional or uncontrolled eating, they might be at a higher risk of experiencing concerns about weight and a variety of other ED symptoms, and this should be considered when planning preventive interventions for adolescents.

Self-Esteem and Anxiety as Mediators in the Relationship Between Emotional Intelligence and Eating Disorder Symptoms.

This study investigated the relationship between emotional intelligence (EI) and eating disorder symptoms (EDS) by testing the serial mediation model, with self-esteem and anxiety as mediators. A total of 923 participants (61.9% female) aged 15-60 years completed questionnaires assessing their EI, self-esteem, anxiety, and EDS. Correlational analyses were conducted to assess the relationship between the study variables, and a serial mediation analysis was conducted to test the possible mediating role of self-esteem and anxiety in the relationship between EI and EDS. Correlation analyses revealed significant bivariate relationships between EI, self-esteem, and anxiety, but no significant correlation between EI and EDS. The relationship between EI and EDS was serially mediated by self-esteem and anxiety. High levels of EI were associated with higher self-esteem, which, in turn, was associated with lower anxiety and less EDS. The results offer potential mechanisms that could explain the relationship between EI and EDS and highlight the importance of EI in regulating eating behavior through self-esteem and anxiety.

Role of Sociocultural Pressures and Internalization of Appearance Ideals in the Motivation for Exercise.

This study examined the mediating role of sociocultural pressures (i.e., parental, peer, significant others, and media) and the internalization of appearance ideals (i.e., thin, muscular, attractive) on the relationship of Body Mass Index (BMI) and exercise frequency to exercise motives (i.e., weight management, appearance, positive health). A total of 262 young women, age 18 to 29, participated in the study. Average BMI in this sample was 22.09 (SD = 2.69) and ranged from 18.03 to 31.51, with 15.3% of the sample having a BMI of 25 and above, which qualifies as overweight. Participants completed Sociocultural Attitudes Towards Appearance Questionnaire-4-Revised and Exercise Motivations Inventory-2 (EMI-2) along with some demographic information and questions regarding their exercise habits. The results indicated that women with higher BMI are more motivated to exercise to lose weight, and women who exercise more frequently are motivated by the aspect of positive health. Also, women with higher BMI perceive more sociocultural pressures to obtain a culturally acceptable body. The sociocultural pressures and appearance internalization mediated the relationship between BMI and the frequency of exercise with motives for exercise. The implications and future directions of research are discussed.

Validation of the Emotional Literacy Program in Croatian Elementary Schools.

Emotional Literacy (EL) is a well-designed, field-tested curriculum that enhances social, emotional, and academic learning. A total of 565 students, 53% female, from 17 elementary schools, participated in the study. Approximately half of the students participated in the eight-week-long EL program, while the other half was in control conditions. Both the experimental and control group fulfilled the same set of trait and ability emotional intelligence measures in three timepoints: pre-, immediately after, and six months after the program. The effect of the EL program was different for girls and boys at different measurement points. Boys placed in experimental group improved their scores at both post-treatment measurements, meaning that they rated themselves and felt more emotionally competent after being a part of the EL program. Emotional understanding improved consistently with time, measured with both the Vocabulary of Emotions Test (VET) and Test of Emotional Understanding (TEU), regardless of the participation in the EL program. The effect of maturation was slightly more visible in girls, and girls had consistently better scores on the VET and TEU tests than boys. The feedback from school psychologists working with children was positive; they agreed that the children responded well to the activities and willingly participated.

When we feel good and bad about ourselves: self-esteem memories across cultures.

Young adults in the United States, Croatia, and China described personal episodes of times when they felt especially good or bad about themselves. These self-esteem memories were either recent (episodes that occurred during the previous 4 weeks) or remote (episodes that occurred between the ages of 10 and 15). Systematic content differences between memories of positive and negative self-worth were apparent primarily for remote rather than for recent memories. Across cultures, long-lasting positive memories frequently represented achievement themes, whereas negative memories frequently represented social themes. Links between achievement success and positive self-regard, and between social distress and negative self-regard, are explained using theories of self-esteem and autobiographical memory.