Effortful control and depression in school-age children: The chain mediating role of emotion regulation ability and cognitive reappraisal strategy

Abstract

Background: Depression is one of the main mental health problems facing primary school students. Temperamental effortful control (EC) has received much attention as a protective factor to depression. The present study aimed to verify the association of effortful control and children's depression and explore the mediating roles of emotion regulation ability (ERA) and strategies (ERSs) in the relationship.

Methods: A total of 449 valid primary school students in grades 3 to 6 were included in the study. Self-report and parent-report questionnaires were used to collect data on key variables, including EC, depression, ERA and ERSs.

Results: Gender and whether-native-or-not had significant effects on children's depression. EC was significantly and negatively correlated with children's depression; EC and depression were significantly correlated with Emotion Regulation dimension of ERA and cognitive reappraisal; but there was no correlation between EC and Lability/Negativity, as well as between expression suppression and depression. EmotionRegulation and cognitive reappraisal played mediating effects in the relationship between EC and depression parallelly and sequentially.

Limitations: The study used cross-sectional design and the sample was restricted to Chinese primary school students. Additionally, the types and research perspectives of ERSs can be further expanded.

Conclusions: EC can reduce the level of children's depression by improving the abilities of Emotion Regulation and the use of cognitive reappraisal strategy, as well as the chain mediating effects of the two.

Keywords: Children; Depression; Effortful control; Emotion regulation.