Co-development of internalizing symptoms and regulatory emotional self-efficacy in adolescence: Time-varying effects of COVID-19-related stress and social support

Author:

Skinner Ann T.1ORCID,De Luca Lisa2,Nocentini Annalaura2,Menesini Ersilia2

Affiliation:

1. Duke University, USA

2. University of Florence, Italy

Abstract

The COVID-19 pandemic disrupted opportunities for adolescents to progress through a typical developmental trajectory of adjustment and self-regulation. Adolescents across many contexts have shown an increase in adjustment difficulties during the pandemic compared to pre-pandemic levels. Utilizing data collected from 830 Italian adolescents from one time-point just prior to when pandemic restrictions were enacted, and then at two additional time-points 12 and 24 months later, we examined trajectories of internalizing symptoms, regulatory self-efficacy for managing negative emotions, and the time-varying impact of COVID-related stress and social support. Latent Growth Curve Analyses (LGCAs) revealed that COVID stress predicted increased internalizing symptoms and decreased regulatory self-efficacy beyond what was estimated by the developmental trajectory. Further, at Time 3, the impact of perceived COVID stress on internalizing symptoms and regulatory self-efficacy was stronger than at Time 2. Co-development results were similar for males and females. There was no time-varying impact of social support on the co-development of internalizing symptoms and regulatory self-efficacy. The findings are important for informing interventions to strengthen coping strategies for adolescents during stressful community-wide events.

Funder

University of Florence 24th Cycle of PhD Course

International Consortium of Developmental Science Societies (ICDSS) with support from the Templeton Foundation

The Josiah Charles Trent Memorial Foundation Endowment Fund

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Life-span and Life-course Studies,Developmental Neuroscience,Social Psychology,Social Sciences (miscellaneous),Education

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