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In psychological research, positive developmental outcomes in young adulthood are often conceptualized as the absence of psychological symptoms. However, positive outcome may be better understood as high levels of subjective wellbeing and adaptive interpersonal, occupational, and educational functioning. Nevertheless, a comprehensive model that takes into account multiple facets of youth behavior and transactional relations between youth and their environments as predictors of adjustment in young adulthood is lacking. Prior evidence implicates internalizing and externalizing behaviors in the development of subjective wellbeing, and emotion regulation as a reliable predictor and/or correlate of both internalizing and externalizing behaviors. Parenting behaviors in childhood and youth substance use represent other shared risk or resilience factors that likely contribute to internalizing and externalizing behaviors, as well as subjective wellbeing and adaptive functioning outcomes in young adulthood. The current study examined an existing sample of youth who were recruited at ages 10-12 and were assessed again at ages 16 and 25. Analyses aimed to (a) identify subgroups of youth who vary in frequency and quality of internalizing and externalizing symptoms and emotion regulation at ages 10-12 and 16 using latent class analyses, (b) examine stability of and transitions in class membership from classes at ages 10-12 to classes at age 16 using latent transition analysis, (c) investigate parenting behaviors as predictors of stability and transitions among classes, and (d) investigate whether classes differ in cross-sectional and prospective levels of substance use, as well as subjective wellbeing and adaptive functioning in young adulthood. Results demonstrated that a 4-class model best fit the data at both time points. Classes of youth with (a) low symptoms and high emotion regulation; (b) low internalizing, moderate externalizing, and high emotion regulation; and (c) moderate internalizing, high externalizing, and low emotion regulation emerged at both time points. The fourth class at ages 10-12 was characterized by high social withdrawal and moderate hyperactivity and emotion regulation, and the fourth class at age 16 was characterized by moderate internalizing, low externalizing, and low emotion regulation. Latent transition analyses revealed transitions from several symptom classes at ages 10-12 into the age 16 Low Symptoms/High Emotion Regulation class, and also stability and transitions to other symptom classes. Predictor analyses indicated that levels of parenting behaviors (maternal and paternal acceptance, child-centeredness, use of guilt and anxiety to control youth, lax discipline, and nonenforcement of rules) were associated with transitions among and stability within classes, but findings were dependent on levels of internalizing and externalizing symptoms among classes. Substance use differed cross-sectionally and prospectively across classes based on the substances considered. Further, subjective wellbeing was higher among age 16 classes characterized by low internalizing symptoms, low or moderate externalizing symptoms, and high emotion regulation. Adaptive functioning in select domains was also differentially associated with classes at both time points, with youth in the Low Symptoms/High Emotion Regulation classes experiencing better outcomes in certain areas. Results indicate that distinct classes of youth internalizing and externalizing symptoms and emotion regulation can be identified in late childhood and middle adolescence and are differentially associated with outcomes related to wellbeing and adaptive functioning in young adulthood. Further, the frequency and quality of co-occurring symptoms evidenced among youth may change over time as reflected in transitions from classes identified in middle childhood to adolescence. Emotion regulation and parenting may be potential targets for enhanced interventions intended to promote subjective wellbeing and adaptive functioning among youth with internalizing and externalizing symptoms. / Psychology

The current study examines predictors and outcomes of teacher stress, with the goal of creating a theoretical model depicting relations between teacher stress, self-efficacy, and use of emotion regulation strategies (e.g., cognitive reappraisal, expressive suppression, and behavioral regulation). Further, a range of additional school and teacher-related variables were examined including administrative support, school connectedness, teaching experience, student risk, perceived control, and challenge appraisal. Data were collected from two unique samples. First, 380 teachers participated in a pilot study to provide a preliminary understanding of relations among constructs and shed light on methodological concerns (e.g., need for increased participant recruitment). A longitudinal study was then conducted to understand relations among variables across the school year. Nearly 600 teachers from ten states completed the survey in the fall, winter, and spring of the 2018-2019 school year. Data indicated a relatively well-fitting model. Specifically, teachers who reported greater stress in the fall indicated lower self-efficacy in the spring. In addition, teachers with greater teaching experience and perceived control reported stronger teaching efficacy, whereas teachers who reported more administrative support, school connectedness, and perceived control displayed lower stress levels. A chi-square difference test was then used to examine whether use of emotion regulation strategies moderated the relation between stress and efficacy, within the context of the larger hypothesized model. Unexpectedly, emotion regulation strategies did not moderate this relation; however, when examined individually, each of the three-emotion regulation strategies was associated with stress and efficacy. That is, teachers who were more likely to use cognitive reappraisal and behavioral regulation strategies reported lower stress and greater efficacy. In contrast, expressive suppression was correlated with increased stress and poorer efficacy. Implications regarding using findings to support teachers are discussed. / School Psychology

A research study was conducted to examine Fredrickson's Broaden-and-build theory of positive emotions in a speech anxious sample of undergraduate students. Experimental elicitation of positive emotions has previously been shown to speed cardiovascular recovery, increase attention, and broaden thought-action repertoires compared to elicitation of negative or neutral emotions (Fredrickson et al., 2000). 88 undergraduate students were selected from a screening process based on their reported speech anxiety on the Personal Report of Confidence as a Speaker (PRCS). Students who reported low or high speech anxiety completed an anxiety provoking task and were subsequently exposed to either a neutral emotion condition "Pipes" film) or one of two positive emotion conditions ("Puppy" film or thinking of a happy memory task). Fredrickson's theory was not supported since results showed no differences in cardiovascular recovery, thought-action repertoires, or global thinking for either groups or conditions. However, differences were found for broadened scope of attention on a modified Stroop task where the low anxiety group responded faster to threat words in the neutral and happy memory conditions than after viewing a positive film. Results of the study are discussed in light of attribution theory of emotion and previous studies on the effects of positive emotions. / Ph. D.