Examining the Relations Among Emerging Adult Coping, Executive Function, and Anxiety

Abstract

Emerging adulthood is a developmental period marked by increased anxiety related to academic, social, and professional stressors. The ability to successfully cope with stress is strongly negatively related to mental health outcomes. Furthermore, recent studies indicate a connection between executive function impairment and anxiety. The current study examines executive function (EF), coping, and anxiety in a sample of 210 emerging adults ( N Males = 131, M age = 19.14). The relation between EF and coping is examined as well as how coping may moderate the relation between EF and anxiety. The results demonstrate that EF impairment is related to greater disengagement and emotion-focused coping. Furthermore, both EF dysfunction and disengagement coping strategies were associated with increased anxiety. Emotion-focused coping and disengagement coping moderated the relation between EF impairment and anxiety.

A longitudinal model of rejection sensitivity and internalizing symptoms: Testing emotion regulation deficits as a mechanism and outcome of symptoms

“…This pathway was supported in our bidirectional and alternative models (which also considered the effects of RS, age, and gender). This finding accords with previous research whereby individuals who report greater anxious symptoms (or greater anxious temperament) were more likely to also endorse greater avoidance in response to threatening experiences (O'Rourke et al., 2018; Wong & Rapee, 2016; Zimmer‐Gembeck & Skinner, 2015). As such, one of the behavioral manifestations of individuals who experience increased anxiety seems to be an increasing avoidance of potentially anxiety‐provoking situations.…”

“…The transition to adulthood offers unique opportunities for exploring new social settings and affirming one's identity, yet can also present challenges based on manifold possibilities for entering and developing new close relationships, or renegotiating and deepening intimacy in preexisting relationships (Coyne et al., 2019; O'Rourke et al., 2018; Zimmer‐Gembeck, 2002). For adolescents and young adults struggling with RS, such encounters can significantly threaten their well‐being (Downey & Feldman, 1996; Gao et al., 2017; Levy et al., 2001; Marston et al., 2010).…”

“…With these two main aims in mind (i.e., mediational processes and bidirectional effects), we focus here on late adolescents and young adults as a developmental period that is highly relevant to understanding RS. Adolescents and young adults are forming new social relationships, and deepening intimacy in preexisting friendships and romantic partnerships (Marston et al., 2010; O'Rourke, Halpern, & Vaysman, 2018; Zimmer‐Gembeck, 2002). Each of these experiences carry with them the potential for rejection.…”

“…At the same time, complex neurological systems responsible for organizing and coordinating the emotional and cognitive processes involved in ER do not fully develop until the late 20s (Compas et al., 2017; Nolen‐Hoeksema & Aldao, 2011; Zimmer‐Gembeck & Skinner, 2016). Yet, these systems are relied upon to assist youth to respond adaptively to internal and environmental changes as they move into new social settings and become more autonomous and self‐reliant (O'Rourke et al., 2018; Zimmer‐Gembeck & Skinner, 2016). Thus, ER‐deficits are likely mechanisms that act as risk for increased symptomology during this period.…”

Exploring the relationship between ADHD, its common comorbidities, and their relationship to organizational skills

“…As previously mentioned, these results may be due to the focus of self-reported instruments on current symptoms. Multiple studies suggest that anxiety and depression negatively impact executive functions concurrently ( O’Rourke EJ & Vaysman, 2020 ; Rabin, Fogel & Nutter-Upham, 2011 ) or years in the future ( Zainal & Newman, 2022 ). It is possible that individuals who currently experience symptoms associated to depression and anxiety experience a decline in executive functions, such as organizational skills.…”