Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents

• Published in: Learning and individual differences 2019-02, Vol.70, p.201-215
• Main Authors: Lansing, Amy E., Plante, Wendy Y., Golshan, Shahrokh, Fennema-Notestine, Christine, Thuret, Sandrine
• Format: Article
• Language: English
• Subjects: Early-onset persistent delinquents; Emotion regulation; Internalizing and externalizing symptoms; Trauma-related symptoms; Verbal learning and memory
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2017.01.014

Research supports cascading relationships among internalizing and externalizing symptoms, and academic problems. This constellation of problems is characteristic of early-onset, persistent delinquent [EOPD] youth, and appropriately targeted interventions accounting for this comorbidity may improve outcomes. To investigate these relationships in EOPD youth, we characterized their cross-diagnostic psychopathology and verbal (word-list) learning/memory and evaluated: 1) verbal learning/memory profiles of Withdrawn/Depressed relative to Non-Withdrawn/Depressed youth; 2) cognitive and psychiatric predictors of verbal learning; and 3) emotion regulation as a mediator of psychiatric and cognitive relationships. Results indicated Withdrawn/Depressed youth recalled significantly fewer words during immediate, and some delayed, recall conditions. Less word-learning was predicted by: Withdrawn/Depressed classification, higher trauma-specific re-experiencing symptoms, greater emotion dysregulation, weaker executive skills, fewer trauma-avoidance and aggressive symptoms, and earlier alcohol-use onset. Emotion regulation strongly mediated the relationship between verbal learning and psychopathology, but not other cognitive skills, among these youth at high-risk for school dropout. Mental health and education implications are discussed. •Early-onset persistent delinquent youth exhibit verbal learning difficulties.•Withdrawn/Depression was associated with more verbal learning and memory deficits.•Psychopathology, executive skills, and emotion regulation predict verbal learning.•Emotion regulation mediates the relationship between psychopathology and cognition.