(PS5-26) Emotional Regulation Moderates the Association Between Children and Adolescents’ Anxiety and Valence Flexibility

Background While Cognitive Behavioral Therapy focuses on behavior and cognition modification, when working with anxious children, it is particularly important to be aware of their ability to alternate between emotional states when processing life stressors. Valence flexibility, i.e., the ability to switch between emotions, is necessary for effective emotional regulation, stress management, and coping with adversity (Eckart et al, 2021). In the current study, we aimed to examine whether emotion regulation abilities may moderate the relationship between anxiety and valence flexibility.   

Methods As a part of a larger fMRI study, a sample of 66 (39 female, and 27 male) participants (age 9-17 years old, M =12.96, SD =2.79) completed a valence flexibility paradigm using the International Affective Picture System (IAPS; Lang, Bradley, & Cuthbert, 2008). Participants viewed positive and negative images and indicated whether the images evoked positive or negative affect via button press. Consecutive trials either switched (i.e., positive-negative, or negative-positive) or repeated (i.e. positive-positive or negative-negative). Switch cost, a measure of inflexibility, was calculated as the mean difference of response time between accurate switch and accurate repeat trials. Self-report of anxiety and emotional regulation were measured by the Child-SCARED (C-SCARED) and the Emotional Regulation Questionnaire (ERQ-C), respectively. Significant main effects and interactions with ERQ suppression and reappraisal subscales were detected in separate regression analyses using alpha=0.05.

Results After running a single predictor model, participants’ SCARED scores significantly negatively predicted switch cost in the valence flexibility task (F [64] = 5.42, r²=.08, p< .05). This indicates that the higher the SCARED score, the longer a participant will take in switch trials relative to repeat trials. ERQ suppression moderated the effect (b=0.41, SE=0.18, p< .05). Further slope analyses indicated that low levels of suppression SCARED scores were negatively related to switch cost switch cost (b=-2.55, SE=0.77, p< .01); while no relationship was detected at high levels of suppression (b=-.161, SE=0.71, p >.05). Emotional reappraisal showed no significant effect on the association of SCARED scores and emotional flexibility (p< .05).

Discussion Preliminary results indicate an association between anxiety ratings and emotional flexibility was moderated by emotional suppression, but not emotional reappraisal. Further analyses indicated that, at high levels, a lack of emotional flexibility could potentially be accounted for by emotional suppression, rather than anxiety. The association between anxiety and emotional suppression is consistent with work reviewed by Dryman et al (2018). When conducting therapy with children and adolescents, considering their ability to flexibly switch between positive and negative emotions, might be hindered by not only their level of anxiety, but also their method of emotional regulation.