Emotion regulation improved in Chinese preschool children th
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The ability to regulate emotion effectively plays a key role in child psychosocial development and mental health. The current study examined the effect of cognitive training for executive function on emotion regulation in Chinese preschool children, and further investigated the underlying mediating mechanisms.

A cluster randomized control trial design with pre-test and post-test was conducted in 61 preschool children aged 3-6 years in China. The intervention group consisted of 30 children who received 8 cognitive training sessions on executive function, while the control group consisted of 31 children who did not receive any psychological training. Children’s executive function was measured individually via five laboratory tasks both in the pre-test and post-test. Adaptive and maladaptive emotion regulation strategies were coded in emotion-elicit contexts.

Results:
--Intervention group outperformed control group in working memory and inhibitory control.

--Children in the intervention group exhibited increased use of adaptive emotion regulation strategies and decreased use of maladaptive emotion regulation strategies than children in the control group.

--Mediation analysis indicated that there were significantly indirect effects of Intervention Condition on the gain scores of adaptive and maladaptive emotion regulation strategies through the gain score of inhibitory control.

Executive function preparation, in particular, successfully enhances working memory, inhibitory control and the use of strategies for adaptive emotion regulation, and decreases the use of strategies for maladaptive emotion regulation. Furthermore, executive function training improves the use of techniques for adaptive and maladaptive emotion management by enhancing inhibitory control capacity.

Source: https://onlinelibrary.wiley.com/doi/abs/10.1111/ped.14661?af=R
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