情緒嚟得快、退得慢：研究整理 ADHD 等行為挑戰同「情緒波動」嘅關聯 Quick to Rise, Slow to Settle: What Research Says About Emotional Ups and Downs and Behaviour Challenges Such as ADHD

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文

冰島、挪威、荷蘭同瑞典嘅研究團隊 Njardvik、Wergeland、Fjermestad、Liber、Prentice、Riise、Syversen 同 Öst，2026 年 6 月喺《European Child & Adolescent Psychiatry》網上發表一篇系統性回顧同統合分析。佢哋整理兒童同青少年嘅「情緒調節困難」，包括調節情緒嘅技巧，同埋情緒嚟得急、退得慢嘅「情緒波動」，同 ADHD 等向外表現嘅行為挑戰之間，關聯有幾強。團隊搜尋文獻至 2025 年 6 月，納入 75 項研究、約 11,913 名參與者，當中 63 項以 ADHD 為主。[1]

English

A research team from Iceland, Norway, the Netherlands and Sweden (Njardvik, Wergeland, Fjermestad, Liber, Prentice, Riise, Syversen and Öst) published a systematic review and meta-analysis online in June 2026 in European Child & Adolescent Psychiatry. They looked at how strongly emotion regulation difficulties in children and adolescents are associated with outward-facing behaviour challenges such as ADHD. Emotion regulation difficulties here include both emotion regulation skills and emotional lability, meaning feelings that rise quickly and take a long time to settle. The team searched the literature up to June 2025 and included 75 studies with about 11,913 participants; 63 of the studies focused mainly on ADHD. [1]

2. 研究見到咩關聯 ｜ What links the review found

中文

整體嚟講，情緒調節困難同呢類行為挑戰呈中等程度嘅關聯（r＝0.35）。再分開睇，「情緒波動」嘅關聯較高（r＝0.47），「情緒調節技巧」就較低（r＝0.24）。年齡、性別、研究地區、由邊個填問卷等因素，都未見明顯改變呢個關聯。

作者認為，情緒嚟得急、退得慢呢一面尤其值得家長同學校多啲留意。以上係觀察性研究整合出嚟嘅關聯，唔代表某一種情緒表現一定引起某一種行為，亦唔代表某一種做法一定帶來某一結果。[1]

English

Overall, emotion regulation difficulties showed a moderate association with these behaviour challenges (r = 0.35). Looked at separately, emotional lability showed a stronger association (r = 0.47), while emotion regulation skills showed a weaker one (r = 0.24). Factors such as age, sex, study region and who completed the questionnaires did not clearly change this association.

The authors suggest that the "quick to rise, slow to settle" side of emotion deserves particular attention. These are associations drawn from observational research. They do not show that any one emotional pattern causes any one behaviour, or that any one approach always leads to any one result. [1]

3. 讀研究時要留意 ｜ Reading the findings with care

中文

呢篇回顧講嘅係關聯，唔係因果，亦唔係用嚟判斷個別孩子。情緒波動大，唔等於孩子故意搗亂；行為挑戰多，亦唔等於孩子「唔識講情緒」。納入嘅研究以歐美樣本為主，量度工具同家庭、學校文化都同香港唔完全一樣，只可以作參考。[1]

English

This review is about associations, not cause and effect, and it is not a way to judge any individual child. Big emotional swings do not mean a child is being difficult on purpose, and frequent behaviour challenges do not mean a child "cannot talk about feelings". Most included studies drew on samples from Europe and North America, and the measures, family life and school culture differ from Hong Kong, so the findings are a reference only. [1]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文

好多香港家長會覺得，孩子唔單止係「坐唔定」或者「聽唔入耳」，仲好易一嚟就好大反應，又要好耐先平復。呢篇回顧提醒，同行為表現關聯較強嘅，往往係情緒嚟得急、退得慢呢一面，而唔係淨係識唔識講情緒字。

日常可以試吓：轉換活動之前預先講好步驟，例如「再玩五分鐘就收拾，跟住沖涼」；留多少少緩衝時間，唔好喺趕時間嗰刻先臨時改計劃；孩子情緒高漲嗰陣，先陪住佢慢慢靜落嚟，等大家都平復咗先至傾道理。家長亦可以同學校分享「邊啲情境最容易觸發」，等屋企同學校用相近嘅節奏。

喺 CRP（Communication, Relationship, Parenting）嘅角度，情緒嚟得快嘅時候，關係同節奏往往比即時講道理更重要：先穩住彼此，再一齊傾。研究只係參考，每個孩子節奏唔同。如情緒同行為持續影響家庭同學習，可以向學校或相關服務單位查詢。如孩子或家長出現持續情緒困擾、應付唔到日常，或者有自我傷害念頭，可打 999 或情緒通 18111。

English

Many Hong Kong parents notice that their child is not only "unable to sit still" or "not listening", but also reacts very strongly and takes a long time to calm down. This review is a reminder that what relates more strongly to behaviour is often the "quick to rise, slow to settle" side of emotion, not just whether a child knows the words for feelings.

In everyday life, try explaining the steps before a change of activity, for example "five more minutes of play, then tidy up, then a bath". Leave a little buffer time rather than changing plans at the last minute when everyone is rushing. When a child's feelings are running high, stay alongside them while they slowly settle, and save the talking for after everyone has calmed down. Parents can also share with the school which situations tend to set things off, so home and school can keep a similar rhythm.

From a CRP (Communication, Relationship, Parenting) point of view, when feelings rise fast, relationship and rhythm often matter more than reasoning on the spot: steady each other first, then talk together. The research is a reference only, and every child has their own pace. If emotions and behaviour keep affecting family life and learning, parents can ask the school or a relevant service unit. If a child or parent has ongoing emotional distress, cannot cope with daily life, or has thoughts of self-harm, call 999 or the 24-hour Mental Health Support Hotline 18111.

資料來源 ｜ Sources

1. Njardvik, U., Wergeland, G. J., Fjermestad, K. W., Liber, J. M., Prentice, C. M., Riise, E. N., Syversen, A. M., & Öst, L.-G. (2026). Emotion dysregulation in children and adolescents with externalizing disorders: A systematic review and meta-analysis. European Child & Adolescent Psychiatry. Advance online publication. https://doi.org/10.1007/s00787-026-03090-8

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.