Importance: Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems. However, the specific mechanisms underlying these associations remain unclear.Objective: The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods: A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist, the Emotion Regulation Questionnaire, and the Questionnaire of Cognitive and Affective Empathy.Results: Children with emotional/behavioral problems (n = 37) had relatively lower social competence than children in a matched control group (n = 37). Compared with the parents of children in the control group, parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores, mainly manifested by low perspective‐taking and online simulation abilities. Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation: Parental empathy may have a subtle influence on the social competence of school‐aged children, which further affects the severity of children’s emotional/behavioral problems.

Introduction: Mindfulness reflects attention to the present moment in a non-judgmental way and has been linked to individual autonomy and motivation, but conclusions are inconsistent. The purpose of this review was to summarize previous studies to explore the relationship between mindfulness and motivation and its intervention effects.Methods: Literature searches were conducted in five electronic databases. Both correlational studies assessing the association between motivation and mindfulness and experimental studies to verify the effect of intervention were included.Results: Six papers with seven intervention studies and twenty-three papers with twenty-seven correlational studies met the inclusion criteria. Meta-analysis showed that mindfulness was positively correlated with intrinsic motivation (r = 0.28, p < 0.0001) and total motivation (r = 0.37, p < 0.0001) but had no significant correlation with extrinsic motivation (r = 0.01, p = 0.93) or amotivation (r = −0.17, p = 0.14). Effect-size estimates suggested that mindfulness intervention was beneficial to motivation promotion, but the effect was at a low level (g = 0.12).Conclusion: We found consistent support for mindfulness practice relating to motivation promotion, especially on intrinsic motivation development. However, there was still a portion of heterogeneity that could not be explained and needed to be identified in future studies.

As the global population ages, cognitive impairment (CI) becomes more prevalent. Tea has been one of the most popular drinks in the world. Several studies

Major depressive disorder is associated with an increased risk of suicide. The aim of the present study was to compare changes in event-related potentials (ERP) of suicide attempters and non-attempters with major depressive disorder during an implicit emotion processing task. The results showed that the stimuli had a clear effect on the N2 and P3 amplitudes for both suicide attempters and non-attempters. More importantly, suicide attempters exhibited significantly higher P3 amplitudes between negative and neutral conditions than non-attempters. This could indicate that suicide attempters have a lower information burden and a weaker inhibitory process when processing emotional stimuli than non-attempters.