Comparative study on emotional behavior and parental job stress of only-child and non-only-child preschool children

BACKGROUND Studies have revealed that Children's psychological,behavioral,and emotional problems are easily influenced by the family environment.In recent years,the family structure in China has undergone significant changes,with more families having two or three children.AIM To explore the relationship between emotional behavior and parental job stress in only preschool and non-only preschool children.METHODS Children aged 3-6 in kindergartens in four main urban areas of Shijiazhuang were selected by stratified sampling for a questionnaire and divided into only and nononly child groups.Their emotional behaviors and parental pressure were compared.Only and non-only children were paired in a 1:1 ratio by class and age(difference less than or equal to 6 months),and the matched data were compared.The relationship between children's emotional behavior and parents'job stress before and after matching was analyzed.RESULTS Before matching,the mother's occupation,children's personality characteristics,and children's rearing patterns differed between the groups(P<0.05).After matching 550 pairs,differences in the children's parenting styles remained.There were significant differences in children's gender and parents'attitudes toward children between the two groups.The Strengths and Difficulties Questionnaire(SDQ)scores of children in the only child group and the Parenting Stress Index-Short Form(PSI-SF)scores of parents were significantly lower than those in the non-only child group(P<0.05).Pearson’s correlation analysis showed that after matching,there was a positive correlation between children's parenting style and parents'attitudes toward their children(r=0.096,P<0.01),and the PSI-SF score was positively correlated with children's gender,parents'attitudes toward their children,and SDQ scores(r=0.077,0.193,0.172,0.222).CONCLUSION Preschool children's emotional behavior and parental pressure were significantly higher in multi-child families.Parental pressure in differently structured families was associated with many factors,and preschool children's emotional behavior was positively correlated with parental pressure.

Evidence for the Reliability and Validity of the Arabic Version of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE)

School-based universal screening for behavioral/emotional risk is a necessary first step to providing services in an educational setting for students with emotional and behavioral disorders (EBDs). Psychometric properties are critical to making decisions about choosing a screening instrument. The purpose of the present study was to examine the psychometric properties of the student risk screening scale for internalizing and externalizing behaviors (SRSS-IE). Participants included 3145 students and their teachers. Item-level analyses of the current sample supported the retention of all items. The internal consistency of the SRSS items ranged from 0.83 to 0.85. Convergent validity between the SRSS-IE and a well-established screening tool, the strength and difficulties questionnaire (SDQ), was found for the total score (r = 0.70). Additionally, the results of this study demonstrate strong social validity, suggesting the SRSS-IE to be a useful and functional screening tool. We conclude that the SRSS-IE is a valid and reliable instrument for assessing the level of emotional and behavioral difficulties among elementary students.

Influence Analysis of Emotional Behaviors and User Relationships Based on Twitter Data

One of the main purposes for which people use Twitter is to share emotions with others. Users can easily post a message as a short text when they experience emotions such as pleasure or sadness. Such tweet serves to acquire empathy from followers, and can possibly influence others＇ emotions. In this study, we analyze the influence of emotional behaviors to user relationships based on Twitter data using two dictionaries of emotional words. Emotion scores are calculated via keyword matching. Moreover, we design three experiments with different settings： calculate the average emotion score of a user with random sampling, calculate the average emotion score using all emotional tweets, and calculate the average emotion score using emotional tweets, excluding users of few emotional tweets. We evaluate the influence of emotional behaviors to user relationships through the Brunner-Munzel test. The result shows that a positive user is more active than a negative user in constructing user relationships in a specific condition.

Social network users clustering based on multivariate time series of emotional behavior

It is known that the social network is an excellent source for gathering the emotions of people. There are thousands of micro-blogs posted in every second and every micro-blog that may contain a variety of user＇s emotions. The users＇ collective emotional behaviors are with great impacts on today＇s societies, so it is good to find groups for society management based on users＇ emotional behavior. This article focuses on analyzing multivariate emotional behavior of users in social network and the goal is to cluster the users from a fully new perspective-emotions. The following tasks are completed： firstly, the multivariate emotion of Chinese micro-blog with vector is analyzed, and multivariate time series to describe the user＇s emotional behavior are constructed. Seconedly, considering principal component analysis （PCA） in similarity and distance similarity, the similarity of the multivariate emotion time series is measured. The contribution could be summarized as follows： groups of users though different emotions in social network are discovered. The emotional fluctuation and intensity of users are considered as well. Experiment in clustering effectively illustrates the emotional behavior characteristics of the Users in different groups.

Autism-related protein MeCP2 regulates FGF13 expression and emotional behaviors

Methyl-CpG binding protein 2 （MeCP2） has a crucial role in transcriptional regulation and neural development （Ausi6 et al., 2014）. Loss of function mutations of MECP2 in human lead to Rett syndrome （RTT）, a severe neurodevelopmental disorders （Amir et al., 1999）, whereas individuals with the chromosomal duplications containing the MECP2 locus showed severe autism-like symptoms （Ramocki et al., 2009）.

Emotional and Behavioral Problems of Left-Behind Children in Impoverished Rural China:A Comparative Cross-Sectional Study of First Grade Junior High School

Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.

Effectiveness of Behavioral Intervention among Congenital Heart De­fect Children

Development in medical intervention has significantly decreased the mor­tality rates for children with complex congenital heart disease(CHD)but among these survivors with complex heart disease there occurs a unique pattern of neuro-developmental and neuropsychology impairment charac­terized social interaction impairment,impulsive Behavior,and impaired executive functions.Presence of behavioral problem is found significant­ly high in pediatric population with chronic illness than children with ab­sence of chronic illness.The sample of 200 children with congenital heart defect was selected between age 4-8 years using multistage stratified sam­pling.The childhood psychopathology measurement schedule(CPMS)by Dr.Savitha Malhotra was used for assessing Behavioral problems present in children with CHD.Pre-Post experimental design was used to inves­tigate the study and the results were statistically analyzed using paired T test.The result revealed that the effectiveness of intervention program to retrain Behavior showed high significance.With increased survival rates,the aim of the intervention and research based on clinical practices gets a shift from short term medical assessment to long term assessment and intervention of morbidity.

Effects of parental empathy and emotion regulation on social competence and emotional/behavioral problems of school‐age children

Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific mechanisms underlying these associations remain unclear.Objective The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist,the Emotion Regulation Questionnaire,and the Questionnaire of Cognitive and Affective Empathy.Results Children with emotional/behavioral problems(n=37)had relatively lower social competence than children in a matched control group(n=37).Compared with the parents of children in the control group,parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores,mainly manifested by low perspective‐taking and online simulation abilities.Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation Parental empathy may have a subtle influence on the social competence of school‐aged children,which further affects the severity of children’s emotional/behavioral problems.

Guest Editorial New and Interdisciplinary Approaches to Language and Cognition

This Special Section on Language and Cognition of Journal of Electronic Science and Technology（JEST） presents a collective of state-of-theart interdisciplinary research on language and cognition. It features empirical and theoretical studies on cognitive approaches to language, using a variety of methodological approaches, from behavioral measures to neuroimaging. The topics discussed are varied,ranging from language comprehension and acquisition to the language-emotion interactions, reflecting marked broadening of the research agenda in this field. We invite yet more integrated research to move the field forward.

Effects of subconvulsive electrical stimulation to the hippocampus on emotionality and spatial learning and memory in rats

Objective To observe the effects of repeated subconvulsive electrical stimuli to the hippocampus on the emotional behavior and spatial learning and memory ability in rats.Methods One hundred and eight male Wistar rats were randomized into 3 groups. Animals in group SE (n = 42) were given subconvulsive electrical stimulation to the hippocampus through a constant pulsating current of 100 μA with an intratrain frequency of 25 Hz, pulse duration of 1 millisecond, train duration of 10 seconds and interstimulus interval of 7 minutes, 8 times a day, for 5 days. In the electrode control group or CE group (n = 33), animals were implanted with an electrode in the hippocampus, but were not stimulated. Group NC (n =33) animals received no electrode or any stimulation. The emotional behavior of experimental rats was examined by activity in an unfamiliar open field and resistance to capture from the open field, while the spatial learning and memory ability was measured during training in a Morris water maze.Results The stimulated rats tested 1 month after the last round of stimulation displayed substantial decreases in open field activity (scale: 10. 4±2. 3, P<0. 05) and increases in resistance to capture (scale: 2. 85±0. 56, P < 0. 01 ). The amount of time for rats in group SE to find the platform (latency) as a measurement for spatial bias was prolonged (29±7) seconds after 15 trials in the water maze, P<0. 05). The experimental rats swam aimlessly in all four pool quadrants during the probe trial in the Morris water maze.Conclusions Following repeated subconvulsive electrical stimuli to the hippocampus, rats displayed long-lasting significant abnormalities in emotional behavior, increased anxiety and defensiveness, enhanced ease to and delayed habituation to startlement, transitory spatial learning and memory disorder, which parallels many of the symptoms in posttraumatic stress disorder patients.