Relevant bibliographies by topics / Emotions in adolescence

Academic literature on the topic 'Emotions in adolescence'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Emotions in adolescence.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Emotions in adolescence"

1

Nook, Erik C., Stephanie F. Sasse, Hilary K. Lambert, Katie A. McLaughlin, and Leah H. Somerville. "The Nonlinear Development of Emotion Differentiation: Granular Emotional Experience Is Low in Adolescence." Psychological Science 29, no. 8 (June 7, 2018): 1346–57. http://dx.doi.org/10.1177/0956797618773357.

Full text
Abstract:
People differ in how specifically they separate affective experiences into different emotion types—a skill called emotion differentiation or emotional granularity. Although increased emotion differentiation has been associated with positive mental health outcomes, little is known about its development. Participants ( N = 143) between the ages of 5 and 25 years completed a laboratory measure of negative emotion differentiation in which they rated how much a series of aversive images made them feel angry, disgusted, sad, scared, and upset. Emotion-differentiation scores were computed using intraclass correlations. Emotion differentiation followed a nonlinear developmental trajectory: It fell from childhood to adolescence and rose from adolescence to adulthood. Mediation analyses suggested that an increased tendency to report feeling emotions one at a time explained elevated emotion differentiation in childhood. Importantly, two other mediators (intensity of emotional experiences and scale use) did not explain this developmental trend. Hence, low emotion differentiation in adolescence may arise because adolescents have little experience conceptualizing co-occurring emotions.
APA, Harvard, Vancouver, ISO, and other styles
2

Costa, Henrique, Francisco Saavedra, and Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence." Work 69, no. 1 (May 26, 2021): 275–82. http://dx.doi.org/10.3233/wor-213476.

Full text
Abstract:
BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures. RESULTS: Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small. CONCLUSIONS: Our study findings suggest the need and importance of implementing emotional education practices during adolescence.
APA, Harvard, Vancouver, ISO, and other styles
3

Margaretha, Jane, Naomi Soetikno, and Meylisa Permata Sari. "THE EFFECT OF EMOTIONAL REGULATION ON RISK-TAKING BEHAVIOUR IN LATE ADOLESCENCE." International Journal of Application on Social Science and Humanities 1, no. 1 (February 20, 2023): 613–20. http://dx.doi.org/10.24912/ijassh.v1i1.25918.

Full text
Abstract:
Late adolescence is associated with a period of vulnerability to engage in risk-taking behaviour. Risk-taking behaviour in late adolescence can be in the form of drinking, smoking, risky sexual behaviour, and speeding on the streets. Risk-taking behaviour can have a negative impact on the physical and mental health of late adolescence. Late adolescence’s involvement in risk-taking behaviour can be caused by the limitations in controlling impulses and regulating their emotions. This study aims to determine whether emotional regulation has an influence on risk-taking behaviour in late adolescence. This research is a quantitative research using a non-probability sampling technique, namely purposive sampling by distributing the questionnaire online. Participants in this study consisted of 448 adolescents with an age range of 17-21 years. The measuring instrument used in this research are the Adolescence Risk-Taking Questionnaire (ARQ) from Gullone et al. (2000) and the Emotion Regulation Questionnaire (ERQ) from Gross and John (2003) which have been translated into Indonesian. The results of this study indicate that there is a significant negative effect between emotion regulation and risk-taking behaviour in late adolescence with a value of R2 = .314, F = 67.873, p = .000 < .05. These results indicate that the higher the emotional regulation of late adolescence, the lower the level of involvement in risk-taking behaviour.
APA, Harvard, Vancouver, ISO, and other styles
4

Doménech, Pablo, Ana M. Tur-Porcar, and Vicenta Mestre-Escrivá. "Emotion Regulation and Self-Efficacy: The Mediating Role of Emotional Stability and Extraversion in Adolescence." Behavioral Sciences 14, no. 3 (March 4, 2024): 206. http://dx.doi.org/10.3390/bs14030206.

Full text
Abstract:
The feeling of emotional self-efficacy helps people understand how to handle positive and negative emotions. Emotion regulation is the process that helps people control their emotions so that they can adapt to the demands of the environment. This study has a twofold aim. First, it examines the relationships among emotion regulation, the personality traits of extraversion and emotional stability, and the feeling of emotional self-efficacy for positive and negative emotions in an adolescent population. Second, it examines the mediating role of personality traits (extraversion and emotional stability) in the relationship between emotion regulation and emotional self-efficacy for positive and negative emotions. The participants were 703 adolescents (49.9% male and 50.1% female) aged between 15 and 18 years (M = 15.86, SD = 0.30). Significant relationships were observed among emotion regulation, the personality traits of extraversion and emotional stability, and emotional self-efficacy for positive and negative emotions. The structural equation model confirmed the direct link between emotion regulation and emotional self-efficacy and mediation by the personality traits of extraversion and emotional stability. This study confirms that emotional self-efficacy is connected to the emotion regulation strategies that adolescents use. Effective emotion regulation encourages self-perception and emotional coping. The results are discussed in connection to previous research.
APA, Harvard, Vancouver, ISO, and other styles
5

MIČKOVÁ, ZUZANA. "ADOLESCENCE AND MANIFESTATION EMOTIONS IN THE FAMILY." AD ALTA: 05/01 5, no. 1 (June 30, 2015): 55–58. http://dx.doi.org/10.33543/05015558.

Full text
Abstract:
We have studied the expressiveness of the family in connection with expressing real emotions. We are interested in gender differences in positive and negative emotional expressiveness of adolescents. The research sample consists of high school students (N = 110, M = 46, F = 64, AM 19.3). We have used the Family Environment Scale (Hargašová, Kollárik, 1986), the scale of expressivity (Barchard, 2001). We have found that the low family expressiveness is associated with emotional expression outside the family, which means the lower degree of expressiveness in the family, the higher level of negative expressivity in an individual. Gender differences have shown that women perceive the possibility of expressing their emotion in the family more positive than men, but men reached a higher score for expressing emotions.
APA, Harvard, Vancouver, ISO, and other styles
6

Burnett, Stephanie, Geoffrey Bird, Jorge Moll, Chris Frith, and Sarah-Jayne Blakemore. "Development during Adolescence of the Neural Processing of Social Emotion." Journal of Cognitive Neuroscience 21, no. 9 (September 2009): 1736–50. http://dx.doi.org/10.1162/jocn.2009.21121.

Full text
Abstract:
In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10–18 years) and 10 adults (22–32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents.
APA, Harvard, Vancouver, ISO, and other styles
7

Ulanova, Anna Yu. "INTERRELATION OF EMOTIONAL INTELLIGENCE AND COGNITIVE REGULATION OF EMOTIONS IN LATE ADOLESCENCE." Вестник Пермского университета. Философия. Психология. Социология, no. 1 (2021): 97–107. http://dx.doi.org/10.17072/2078-7898/2021-1-97-107.

Full text
Abstract:
Combined study of emotional intelligence and emotional regulation allows us to obtain information not only about individual differences in the understanding and management of emotions but also about the cognitive processes by which regulation is carried out. Emotion management becomes especially relevant in adolescence, as this age is characterized by emotional vulnerability and risk of deviant behavior. This study deals with the abilities being part of emotional intelligence in their relation to the cognitive components of emotional regulation, namely, the ways and strategies of response that prevail in the behavior of adolescents. The study involved 72 respondents aged 14–16 years. The results showed the specificity of cognitive regulation of emotions and emotional intelligence in older adolescents. The group of respondents with high emotional intelligence more often employ effective strategies for regulating emotions, while the rates of using destructive strategies decrease. Participants with low emotional intelligence use effective and destructive strategies almost equally. Those participants who effectively manage their emotions most often use strategies such as creating a positive meaning for the event or switching to more pleasant thoughts. Destructive strategies for regulating emotions have a negative relationship with emotional intelligence: the greatest number of correlations was revealed for the strategies «Catastrophizing» and «Rumination», also associated with depression. The results obtained clarify the specific features of the relationship between cognitive regulation of emotions and emotional intelligence in older adolescents, and also allow us to describe the contribution of these abilities to the formation of the psychological well-being.
APA, Harvard, Vancouver, ISO, and other styles
8

Ribeiro, Sara Rezende Coutinho, and Naraiana de Oliveira Tavares. "Facial Emotion Recognition in Adolescence: A Systematic Review." International Journal of Psychology and Neuroscience 9, no. 3 (December 31, 2023): 91–107. http://dx.doi.org/10.56769/ijpn09309.

Full text
Abstract:
Abstract Background: The recognition of emotions in faces refers to the ability to identify, discriminate and analyze emotional states through facial expressions, which is of paramount importance for social interaction, as it allows evaluating and modulating knowledge, attitudes and values. The scientific literature shows that this ability appears primarily in babies and improves throughout the life cycle, however, there is still need for a clearer understanding of its development during adolescence. Objective: Investigate adolescent development in recognizing basic emotions through facial expressions. Methods: This article used the systematic review of scientific literature as a research method, related to development of the ability to recognize basic emotions in the face in adolescence. Results: The analysis of twelve selected articles revealed that: (1) there is an improvement in this ability during adolescence, but in a heterogeneous way in relation to basic emotions; (2) happiness is the emotion most easily identified by adolescents, whereas fear has less identification accuracy at this stage; (3) there is a female advantage, but there was no agreement on the influence of pubertal state. However, there was a notable variation in the sample and methods used in the experiments, which may explain the heterogeneity of the results. Conclusions: This review highlights the need for further exploration and the proposition of new studies and theoretical models to advance understanding in this area. Keywords: Recognition of emotions in faces; Development; Adolescence; Universal emotions; Facial perception; Systematic review.
APA, Harvard, Vancouver, ISO, and other styles
9

NIJLOVEANU, Dorina Maria. "THE MODERATOR ROLE OF DIFFICULTIES OF EMOTIONAL REGULATION IN THE RELATIONSHIP BETWEEN AGE AND THE INTENSITY OF POSITIVE EMOTIONS." ANTHROPOLOGICAL RESEARCHES AND STUDIES 13, no. 1 (2023): 240–49. http://dx.doi.org/10.26758/13.1.16.

Full text
Abstract:
Objectives. Identifying aspects of the difficulties of emotional regulation (awareness and understanding of emotions, acceptance of emotions, the ability to control impulsive behavior and be in line with the desired goals in terms of negative experiences and the ability to flexibly use emotional regulation strategies in similar situations to correctly modulate emotional responses) and the force with which positive emotional experiences are lived in adolescence. Material and methods. The sample of this study was made up of 427 students aged between 15 and 18 years (Mage = 16.35, SD = .93), 136 male (Mage = 16.38, SD = .95), from which data have been collected by applying questionnaires aimed at self-reporting to different emotional situations using Difficulties in Emotion Regulation Scale (DERS) and Revised Emotional Intensity Scale (EIS-R). Results. The results shows the effect of the predictor (age) on the dependent variable (the intensity of positive emotions) at different levels of the moderator (average, low and high). Five of the six dimensions of emotional disorder have a moderator effect between age and the intensity of positive emotions (respectively: non-acceptance of emotional responses, difficulty in achieving objectiveoriented behaviors, limited access to emotional regulation strategies, lack of emotional clarity and difficulty in controlling impulse). Poor emotional awareness is the difficulty of emotional regulation that does not moderate the relationship. Conclusions. The results of the study emphasize those strategies of emotional regulation that specialists interested in developing in any programs or psychotherapeutic intervention techniques to consider with regard to adolescents. Keywords: adolescence, emotion regulation, intensity of positive emotions, age.
APA, Harvard, Vancouver, ISO, and other styles
10

Uink, Bep Norma, Kathryn Lynn Modecki, and Bonnie L. Barber. "Disadvantaged youth report less negative emotion to minor stressors when with peers." International Journal of Behavioral Development 41, no. 1 (December 26, 2016): 41–51. http://dx.doi.org/10.1177/0165025415626516.

Full text
Abstract:
Previous Experience Sampling Method (ESM) studies demonstrate that adolescents’ daily emotional states are heavily influenced by their immediate social context. However, despite adolescence being a risk period for exposure to daily stressors, research has yet to examine the influence of peers on adolescents’ emotional responses to stressors encountered in their daily life. Adolescents ( N = 108) from a low-SES school completed ESM reports of their social context, minor stressors and emotions, 5 times a day for 7 days. Based on previous findings that the peer context is experienced as positive and rewarding, we expected being with peers would be associated with lower post-stress negative emotions and higher happiness, compared to being with family or alone. As expected, being with peers after a stressor was associated with lower sadness, worry and jealousy compared to being alone, and lower sadness compared to being with family. Gender differences emerged for the influence of peers on sadness, worry, jealousy and happiness. These findings highlight the salient influence of peers on adolescents’ emotional reactivity to stressors as they occur in their natural environment. Findings are discussed in reference to peers as important emotion socialization agents during adolescence and in terms of theories of coping and emotion regulation.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Emotions in adolescence"

1

O'Kearney, Richard, and n/a. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder." Griffith University. School of Applied Psychology, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050831.145059.

Full text
Abstract:
Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.
APA, Harvard, Vancouver, ISO, and other styles
2

O'Kearney, Richard. "Language for Emotions in Adolescence: Effects of Age, Gender, and Type of Emotional Disorder." Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366816.

Full text
Abstract:
Recent research on the early development of knowledge about emotions shows that young children's use and comprehension of emotion language develops from an initial emphasis on expressive/behavioural referents to situational terms towards referents emphasising the sub] ective/experiential nature of emotions. Gender, the type of emotion, the discourse context of the emotion talk and individual differences in strategies to regulate negative emotions are some factors that are shown to moderate the development of emotion language abilities. However, as most of the data comes from early language users there are significant limitations to our knowledge of emotion language development and its implications for emotion regulation. This thesis examines emotion language in early to middle adolescence. It develops a theoretically derived classification model to study the representational and causal structure of emotions evident in the emotion language of 13 to 17 yearolds. Study 1 uses a group format to sample descriptive accounts of emotions and their causes from a normative sample of 303 adolescents in response to emotionally relevant vignettes prototypical of anger and fear. Study 2 compares the lepresentational structure and quality of emotion language between 21 adolescents diagnosed with extemalising disorders (Conduct disorder, Oppositional Defiant disorder), 18 with internalising disorders (Depressive disorders, Anxiety disorders) and 16 without a disorder. It broadens the types of emotion eliciting material by including autobiographical events and an actual emotional challenge as well as the vignette stimuli. In addition, the second study uses an individual participant-interviewer procedure. Results of Study 1 indicated increase in the range and complexity of emotion referents and causal accounts of emotions from early to middle adolescents. Despite an increase in internalist/subjective causal accounts of emotions with age, there was a move towards a more externalised or situational focus in the representation of emotions for the older adolescents in response to the anger material. The findings showed that the ability to distinguish between sadness and anger and appropriately use anger and sad referents develops relatively late with some younger adolescents continuing to have difficulties with this distinction. There were a number of specific gender related differences in emotion language consistent with gender differences in display rules for emotions. In particular, boys showed a preference for expressive/behavioural emotion referents while girls preferred referents with a cognitive focus and use more inner-focused referents. Study 1 also provided initial data about differences between adolescents with extemalising problems, those with intemalising problems and non-problem adolescents. Results indicated more use of non-specific referents by adolescents with extemalising behavioural problems as well as less intensity and involvement in their emotion referents. Adolescents with extemalising problems were more likely to use non-specific referents in responses to anger material than those with intemalising problems. The results of Study 2 showed that adolescents with oppositional and conduct problems show deficits in the fluency, complexity and degree of specification of their emotion language and their causal accounts of emotions compared to non- problem youth and those with depression and anxiety problems. In addition, adolescents with intcmalising problems were less fluent in the production of causal accounts of emotions and used less specific emotion referents to fear events compared to non-problem youth. The results highlight the finding that emotion language is affected differentially for extemalising and internalising adolescents depending on the nature of the emotion-eliciting event. In particular, intemalising youth's language responses to anger events are characterised by inner-directed referents, and reduced intensity and involvement while their conceptualisation of salient fear material is dominated by cognitively focused terms and accounts. Extemalising adolescents language responses to anger events are more outer-directed and intense, and their emotion construals in a fear situation less cognitive and more affect orientated. The data from these studies highlight the need to study emotion language for specific emotion domains, and suggest that the most interesting theoretical questions are in respect of emotion understanding and emotion language abilities for specific behavioural and emotional disorders. The results also support the utility of an approach that combines knowledge about emotion language from the psychological and linguistic literature. It argues for an expansion of our knowledge about the development of the lexicon for emotions and other syntactic and pragmatic linguistic competencies that are important for conceptualising emotions in language. Such an expansion is crucial to investigating associations between early emotional competencies assessed through language and later outcomes in terms of behavioural, emotional and social difficulties.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
APA, Harvard, Vancouver, ISO, and other styles
3

Stegall, Sheri Dawn. "Adolescent Emotional Development: Relations Among Shame- and Guilt-Proneness, Emotion Regulation, and Psychopathology." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/StegallSD2004.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence." Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.

Full text
Abstract:
Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006.
"July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
APA, Harvard, Vancouver, ISO, and other styles
5

Edwards, Joseph Walter. "The relationship between expressed emotion and adolescent psychopathology." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141052389.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Szymanska, Monika. "Marqueurs oculomoteurs et neurphysiologiques de la régulation émotionnelle liée à l'attachement à l'adolescence." Thesis, Besançon, 2016. http://www.theses.fr/2016BESA3011.

Full text
Abstract:
Les changements pubertaires peuvent être à l'origine de multiples expériences socio-émotionnelles positives et/ou négatives que les adolescents doiven gérer. Le processus de la régulation émotionnelle (RE) va être grandement sollicité au cours de cette période. La littérature montre que la RE est une fonction psychobiologique dont le développement peut être impacté par divers facteurs environnementaux de l'enfance. Parmi ces facteurs, l'expérienc de l'attachement avec la figure d'attachement y joue un rôle primordial. Cependant, la question cruciale concernant l'impact de l'attachement sur les mécanismes comportementaux et neurophysiologiques des stratégies de RE à l'adolescence reste sous-estimée et les publications à ce sujet sont encore rares. Dans ce contexte, notre étude vise à détem1iner les paramètres oculomoteurs et neurophysiologiques pour les utiliser comme marqueurs potentiel des stratégies de régulation des émotions en fonction du style d'attachement chez les adolescents. Toutefois, la RE est difficilement évaluable avec des outils ne sollicitant que les processus cognitifs conscients des adolescents. À ce titre, il nous a paru nécessaire d'utiliser un dispositif d'eye-tracking synchronisé avec un système de mesure physiologique permet de déterminer les paran1ètres oculomoteurs et neurophysiologiques lors d'exploration des ces images. Cette étude soutient l'hypothèse que l'attachement module des paramètres oculomoteurs et neurophysiologiques des stratégies de la RE Ces résultats pourraient inciter à une nouvelle ligne de recherche afin de proposer une solution thérapeutique dans le contexte de la dysrégulation émotionnelle
Adolescence is a time of increasing vulnerability to intemalizing and extemalizing psychopathologies associated with poor emotion regulation, including depression, anxiety and antisocial behavior. Emotion regulation is the ability to recrui processes to influence emotion generation. It is therefore important to understand how emotion regulation develops at thi time and how this relates to ongoing development in adolescence. In recent years there has been increasing interest in how attachment styles modulate emotion regulation strategies. However, few researches have addressed this question directly in adolescence. The crucial question conceming the behavioral and neurophysiological mechanisms ofregulatior strategies emotions in adolescence remains underestimated. Employing a specific, an ecologically valid paradigm, the current study determines the oculomotor and neurophysiologie patterns as a potential marker of emotion regulation strategies i.e., comfort and proximity seeking as a function ofattachment style in healthy adolescents. The Attachment Scale Interview was used to detennine attachment style (i.e., secure, fearful, enmeshed and avoidant) in eighty-one healthy adolescents. A synchronized eye-tracking and physiologie measurement device was used to determine gaze and neurophysiologie parameters, respectively, on attachment-related pictures issue from The BASP-Ado. Our results show the existence of different profiles of emotional regulation in adolescence. These results could encourage a new line of research in order to offer a therapeutic solution in the context of emotional dysregulation
APA, Harvard, Vancouver, ISO, and other styles
7

Ingle, Sarah J. Clark Russell Dunn. "Late adolescents' parental, peer, and romantic attachments as they relate to affect regulation and risky behaviors." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kwok, Wai Yee Alice. "Negative affect structure of Chinese adolescents in Hong Kong." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3295081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hellenthal, Rebecca L. "The separate and combined effects of mother, father, and peer attachment on young adolescents' social, behavioral, and emotional adjustment." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149616245.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sim, Leslie A. "Emotion regulation in adolescent females with bulimia nervosa : an information processing perspective /." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/SimLA2002.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Emotions in adolescence"

1

Virtue, Doreen. Your emotions, yourself: A guide to your changing emotions. Los Angeles: Lowell House Juvenile, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1945-, Maguire Jack, Philadelphia Child Guidance Center, and Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Knopp, Katarzyna A. Inteligencja emocjonalna oraz możliwości jej rozwijania u dzieci i młodzieży. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Judy, Garber, and Dodge Kenneth A, eds. The Development of emotion regulation and dysregulation. Cambridge: Cambridge University Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Langelier, Carol A. Mood management leader's manual: A cognitive-behavioral skills building program for adolescents. Thousand Oaks, Calif: Sage Publications, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lange, Marjan de. Agressieve jongeren: Cognitie, emotie & gedrag. Utrecht: SWP, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gulin, Wojciech. Empatia dzieci i młodzieży: Komponenty informacyjne, decyzyjne i emocjonalne. Lublin: Tow. Nauk. KUL, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Myers, Arthur. Drugs and emotions. New York: The Rosen Publ., 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

B, Allen Nicholas, and Sheeber Lisa B, eds. Adolescent emotional development and the emergence of depressive disorders. Cambridge: Cambridge University Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sulʹdikova, I. V. Razvitie kulʹtury ėmot︠s︡ionalʹnogo samovyrazhenii︠a︡ podrostka v tvorcheskom kollektive: Monografii︠a︡. Smolensk: Izdatelʹstvo Madzhenta, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Emotions in adolescence"

1

Coe-Odess, Sarah J., Rachel K. Narr, and Joseph P. Allen. "Emergent Emotions in Adolescence." In Handbook of Emotional Development, 595–625. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17332-6_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mortola, Peter, and Diane Gans. "Managing Emotions." In Strengthening Social Connections and Individual Resilience in Adolescence, 59–69. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003368779-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mortola, Peter, and Diane Gans. "Managing Emotions." In Strengthening Social Connections and Individual Resilience in Adolescence, 111–22. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003368779-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Labouvie-Vief, Gisela. "Cognitive–Emotional Development from Adolescence to Adulthood." In Integrating Emotions and Cognition Throughout the Lifespan, 89–116. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-09822-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

de Mello, Claudia Berlim, Thiago da Silva Gusmão Cardoso, and Marcus Vinicius C. Alves. "Social Cognition Development and Socioaffective Dysfunction in Childhood and Adolescence." In Social and Affective Neuroscience of Everyday Human Interaction, 161–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08651-9_10.

Full text
Abstract:
AbstractSocial cognition refers to a wide range of cognitive abilities that allow individuals to understand themselves and others and also communicate in social interaction contexts (Adolphs, Curr Opin Neurobiol 11(2):231–239, 2001). According to Adolphs (Annu Rev Psychol 60(1):693–716, 2009), social cognition deals with psychological processes that allow us to make inferences about what is happening inside other people—their intentions, feelings, and thoughts. Although the term can be defined in many ways, it is clear that it must be safeguarded for the mental operations underlying social interactions. The most investigated cognitive processes of social cognition are emotion recognition and theory of mind (ToM), given that a whole range of socio-affective and interpersonal skills, such as empathy, derive from them (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015). Theory of mind is an intuitive ability to attribute thoughts and feelings to other people, and this ability usually matures in children in preschool age (Wellman HM, The child’s theory of mind. Bradford Books/MIT, 1990), whereas emotional recognition refers to an individual’s ability to identify others’ emotions and affective states, usually based on their facial or vocal expressions, it is a critical skill that develops early and supports the development of other social skills (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015).
APA, Harvard, Vancouver, ISO, and other styles
6

von Tetzchner, Stephen. "Emotions and Emotion Regulation." In Child and Adolescent Psychology, 339–67. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Phillips, Katy, and Mick Power. "Emotion Regulation." In Encyclopedia of Adolescence, 825–32. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Phillips, Katy, and Mick Power. "Emotion Regulation." In Encyclopedia of Adolescence, 1157–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hollenstein, Tom, and Dianna M. Lanteigne. "Emotion Regulation Dynamics in Adolescence." In Emotion Regulation, 158–76. New York, NY : Routledge, 2018. | Series: Frontiers of developmental science: Routledge, 2018. http://dx.doi.org/10.4324/9781351001328-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stringaris, Argyris. "Emotion, emotion regulation and emotional disorders: conceptual issues for clinicians and neuroscientists." In Rutter's Child and Adolescent Psychiatry, 53–64. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118381953.ch5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Emotions in adolescence"

1

RACU, Iulia, and Mirela STANCIU. "The experimental study of negative emotions in adolescence." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p57-61.

Full text
Abstract:
A fundamental phase in the human development is adolescence. Defining for adolescence are the complex and complicated biological, cognitive and psychosocial modifications. The large changes and evolutions on all the plans influence significantly the emotional sphere of adolescents. The emotional experiences reach a pronounced intensity and instability. Adolescents demonstrates emotional instability and inconstancy, an exacerbation of negative emotions (anxiety and depression). As results of experimental study of negative emotions at adolescents we worriedly, we find that most of the adolescents, more than half of them (59,60% and 8,90%) have a moderate and high level of anxiety. A comparative analysis at the level of adolescents’ batch, depending on the dimension of gender, concerning the anxiety, allows us to declare that the high level of anxiety is more characteristic to girls. For depressive states: more than half of the adolescents (53,10% and 2,10%) experience moderate and high levels of depressive states. The correlation coefficient between anxiety and the depressive states confirms the existence of an interrelationship between anxiety and depressive feelings. Even though there are no gender differences in manifesting the depressive states at adolescents, the girls have an obvious higher frequency for depressive states than boys.
APA, Harvard, Vancouver, ISO, and other styles
2

Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

Full text
Abstract:
This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
APA, Harvard, Vancouver, ISO, and other styles
3

Stanciu, Mirela. "The affective delelopment of the adolescent - the basis of the positive attitude in crisis situations." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p255-258.

Full text
Abstract:
Adolescence is the age of great emotional restructuring. It is the period in which one learns emotions, new feelings, attitudes towards oneself and towards life. It depends on the family and the school, but also on the society, in general, to create for the adolescent the premise of a solid healty developement, so that he had the necessary resources for a good management of the life situations and of his own life.
APA, Harvard, Vancouver, ISO, and other styles
4

LOSÎI, Elena. "Adolescents and stress factors." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p52-56.

Full text
Abstract:
Adolescence is a period in which human organism develop rapidly physically and mentally. It is also the age of great searches and dreams, of affirmation and changes. Every adolescent achieves his own identity, learns to make decision and find his professional vocation. This period of development is focused on the search for one’s own values, can be a continuous source of stress, dissatisfaction, many doubts, disappointments and dissolutions. Stress is common phenomenon for different periods of development, but during adolescence because of multiple and different changes in adolescents’ life, stress is experienced and felt more intensely than in order periods of human development. Changes in social, economic and educational spheres conditionate a state of stress at modern adolescents demanding all their resources. Sources of stress for adolescents can be body changes, overloading at school, fear of evaluation, involvement in many activities, high expectations, demands and frustration in different school circumstances, negative thoughts and emotions about themselves, unsafe environment, family problems and difficulties. A high level of stress can generate physical disease, anxiety, different maladaptive behaviours such as: aggression, alcohol or drug consumption, isolation, etc.
APA, Harvard, Vancouver, ISO, and other styles
5

M H ALMARTADI, Abdalfatiah. "The Increase in the Phenomenon of Rebellion among Adolescents: Its Causes and Methods of Educational Treatment." In V. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress5-10.

Full text
Abstract:
This research is about a phenomenon that distressed many parents and teachers, namely, the rebellion among adolescents. It is a social phenomenon and sensory situation that accompanies the adolescence period. Adolescence: Definition of adolescence: Psychologists define it as the stage that moves the individual from childhood to adulthood, and during this stage, many physical, psychological, and mental changes occur leading to behavioural changes. Duties of Endowments and Religious Affairs: Islamic education is the development of human thought, the regulation of behaviour and emotions on the basis of the Islamic religion with the intention of achieving the goals of Islam in the life of the individual and the group in all areas of life as the saying says prevention is better than cure.
APA, Harvard, Vancouver, ISO, and other styles
6

Mukaromah, Nahdiyatul. "Adolescent Response on Menarche: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.03.

Full text
Abstract:
ABSTRACT Background: Menarche (first menstrual period) is a sign of physical maturity in adolescent girls, which has an impact in the future, both from a psychological and socio-cultural perspective on adolescents. Menarche provides different responses and emotions to adolescent; this is due to differences in preparation for dealing with menarche. Scoping review aims to overview the menarche acceptance among adolescent. Subjects and Method: This was a scoping review study using the Arksey & O’Malley framework with 5 stages, including: identifying scoping review questions, identifying relevant articles using databased including PubMed, ScienceDirect, and EBSCO. This study using gray literature, selecting relevant articles using inclusion and exclusion criteria, mapping data charting and compiling, summarizing and producing a review report. Results: There were 6 articles selected using the Hawker assessment checklist tools. Articles obtained were using qualitative methods. The article selected in this study were based on the methodology, year of publication, and the participants used in the article. Two major themes that emerged as a result of the scoping review were knowledge and attitude. Conclusion: The acceptance of menarche among adolescents will differ depending on the information and support environment for adolescents. The acceptance of menarche in adolescents was still need an attention from health workers, families, and teachers. The provision of pre-menarche health education before adolescent reach menarche is important. So that adolescents are better prepared to gain good experiences and perceptions. Keywords: acceptance, menarche, adolescence, scoping review Correspondence: Nahdiyatul Mukaromah. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: nadianad996@gmail.com. Mobile: 085880451711 DOI: https://doi.org/10.26911/the7thicph.03.03
APA, Harvard, Vancouver, ISO, and other styles
7

Audiffred_Hinojosa, A., FP Pantoja_Bedolla, TJ Castillo_Correa, and LE ernández_Aguilar. "BEST-SELF STORIES: USE OF TECHNOLOGY AND STORYTELLING THROUGH THE CREATION OF STOP-MOTION VIDEOS TO PROMOTE POSITIVE EMOTIONS AND EMOTIONAL INTELLIGENCE THROUGH ANTICIPATION, SAVORING, AND REMINISCENCE." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7127.

Full text
Abstract:
Adolescence is a marked period of many changes both physical and psychological and are generated in the high levels of anxiety and frustration which can affect their academic performance and well-being especially at this time of pandemic. There is evidence of the benefits of Storytelling in education, such as the development of critical thinking, resilience, among others the use of technology and storytelling through the creation of videos to work and promote emotional intelligence in adolescents. PrepaTec Morelia students developed videos My Best Story, to promote positive emotions and emotional intelligence through anticipation, savoring, and reminiscence using the application Stop Motion Studio, SilentFilm Studio and LEGO movie maker. Our population was 240 students of High School enrolled in the class of Tutoring and Wellbeing, semester August-December 2020. Our main goal was to create stop motion videos using different video applications to promote emotional intelligence and positive emotions through savoring "anticipated memory" and reminiscence in the students of PrepaTec Morelia. As a first step, the students made what we call Story_Emotion_Map which consists of two parts: in the first step, students decide on the composition of their video, the characters, the analysis of the feelings experienced as well as any obstacles they have faced. Later, with this information, they wrote the script that should include its beginning, development and end, to later proceed to make the video. After applying an emotional inventory made up of 20 items on a five-point Likert scale, whose responses ranges from 1 (It never happens to me) to 5 (It always happens to me) which assesses mood, joy and optimism, grades of 3.26 were obtained in the initial emotional inventory with standard deviation of 0.57; at the final emotional inventory grades of 4.53 were obtained with a standard deviation of 0.15. Keywords: Reminiscing, Savoring, Storytelling, Emotional Intelligence, Educational Innovation, Higher Education, Adolescence, Stop-Motion Videos
APA, Harvard, Vancouver, ISO, and other styles
8

Alves, Mariana Pace, Arlydia Silva, Danielle Anchieta, and Jainne Martins Ferreira. "Health education: An action for the learning and development of healthy skills and behaviors." In IV Seven International Congress of Health. Seven Congress, 2024. http://dx.doi.org/10.56238/homeivsevenhealth-056.

Full text
Abstract:
In the first years of a child's life, the brain develops more rapidly. The different environmental conditions where children are born, grow, learn and live, through the modulation of gene expression, influence the developing brain. During childhood, the development of several skills takes place, and the foundations for the child's physical and mental health are constituted, which will influence the capacity for resilience against adverse circumstances, lifelong learning and behavior in adolescence, adulthood and aging. Emotions are important for survival, and survival is related to establishing social interactions and adapting to a certain environment. Acknowledging emotions and validating them is an important path to emotional regulation. Emotions are strong determinants in decision-making. It is up to parents and educators to help children in their emotional development. It is necessary to understand that the strengthening of the functional neural networks that act as a framework for cognitive and executivefunctions occurs through the experiences that take place throughout life. Thus, executive functions and self-regulation, being fundamental elements for the individual's life performance, develop. Only in adulthood will the networks involved in executive functions be fully activated and connected. Executive functions can be trained, and the lack of learning these functions during childhood and adolescence generates adults with impaired abilities to maintain a job, for example, with difficulties in relationships and social interaction.A retrospective look indicates that actions that support the development of these functions should begin in childhood. The school, as an affective and safe space for child development
APA, Harvard, Vancouver, ISO, and other styles
9

Butnaru, Simona. "SCHOOL OUTCOMES AND EMOTIONS DURING ADOLESCENCE: MODERATION EFFECT OF SEPARATION FROM PARENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sagone, Elisabetta, and Maria Indiana. "WHAT IS THE ROLE OF COPING IN RESILIENCE, LIFE SATISFACTION AND SELF-EFFICACY IN LIFE SKILLS OF ITALIAN ADOLESCENTS?" In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.13.

Full text
Abstract:
The principal purpose of the study is to analyze the role of coping strategies in lifesatisfaction, resilience, and perceived self-efficacy in life skills in 89 Italian adolescentsduring the post pandemic by Covid-19. We used the self-report and anonymousquestionnaire consisting of the following scales: a) Perceived Self-efficacy in Life SkillsScale; b) Satisfaction with Life Scale; c) Resilience Scale for Adolescents; d) CopingInventory for Stressful Situation. Results showed that: task-oriented coping strategypositively affects all dimensions of perceived self-efficacy in life skills; emotionorientedcoping strategy has a negative effect on self-efficacy in the management ofnegative emotions and problem solving; avoidant-oriented coping strategy shows anegative effect on self-efficacy in problem solving. Additionally, task and avoidantorientedcoping strategies positively affect satisfaction with life and resilience expressedby these adolescents. The impact of personal living experiences on psychologicalvariables useful for promoting or hindering well-being in adolescence will beinvestigated in future studies.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Emotions in adolescence"

1

Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

Full text
Abstract:
Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
APA, Harvard, Vancouver, ISO, and other styles
2

Ivanova, E. S. FEATURES OF EMOTIONAL INTELLIGENCE In Adolescence. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

Full text
Abstract:
Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.
APA, Harvard, Vancouver, ISO, and other styles
4

Nolan, Anne, and Emer Smyth. Risk and protective factors for mental health and wellbeing in childhood and adolescence. ESRI, December 2021. http://dx.doi.org/10.26504/rs120.

Full text
Abstract:
New ESRI research, based on Growing Up in Ireland, shows that strong relationships with parents, peers and teachers enhance child and adolescent wellbeing New ESRI research funded by HSE Health and Wellbeing, examines the risk and protective factors for mental health and wellbeing of children and young people. Using data from the Growing Up in Ireland ’08 Cohort at 9 years of age and the ’98 Cohort at 17 years of age, the research examined both positive (life satisfaction) and negative (socio-emotional difficulties) aspects of mental health and wellbeing. Socio-emotional difficulties refer to difficulties of an emotional nature (e.g., feeling unhappy, downhearted or tearful) or with peers (e.g., picked on or bullied).
APA, Harvard, Vancouver, ISO, and other styles
5

Viola, Wendy. Adolescent Males' Similarity, Emotional Safety, and Change in Strengths-Based Programming. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.645.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

Full text
Abstract:
Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
APA, Harvard, Vancouver, ISO, and other styles
7

Zhou, Ruoyu, Wenjie Yang, Ming Wu, Yu Wang, and Liqiong Wang. A meta-analysis of prevalence and risk factors of Internet pornography addiction among adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0013.

Full text
Abstract:
Review question / Objective: To provide an overview of prevalence and risk factor for Internet pornography addiction in adolescents according to meta-analyses. Condition being studied: Internet pornography addiction：A psychopathic state of being addicted to adult-talking chat rooms and online pornographic literature and videos. Research into the area of addictive sexual behaviors on the Internet began with an inquiry into the various constructs surrounding compulsive sexual behavior. Information sources: For literature on mindfulness practice for adolescent emotional disorders published before December , 20th, 2021, search databases will include Google Scholar, EMBASE, Web of Science, PubMed, the CNKI, the Chinese Science and Technology Periodical Database, VIP, Wanfang, and Cochrane Library.
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Feng, Yan Zhang, Gege Li, and Heng Luo. Using Virtual Reality Interventions to Promote Social and Emotional Learning for Children and Adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2023. http://dx.doi.org/10.37766/inplasy2023.11.0115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tang, Danfeng, Liqiong Mo, Xinchu Zhou, Junhong Shu, Lei Wu, Dong Wang, and Fei Dai. Effects of Mindfulness-based Intervention on Adolescents Emotional Disorders: a Systematic Review and Meta-analysis Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rogo, Khama, and Ann Leonard. Unsafe Abortion in Kenya: Findings from Eight Studies. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1022.

Full text
Abstract:
One of the most topical areas in reproductive health today is the consequences of induced and often unsafe abortion. Safe motherhood initiatives continue to highlight the contribution of unsafe abortion to the persistent high rates of maternal mortality and morbidity in sub-Saharan Africa. In some countries, unsafe abortion is responsible for up to half of all maternal mortality and morbidity, with adolescents constituting a significant proportion of those procuring unsafe abortions. In Kenya, concern about the problem of incomplete and septic abortion has increased, particularly on the part of service providers who must treat women suffering from the complications of poorly performed procedures. Debate about what can be done to reduce the negative consequences of unsafe abortion ranges from highly emotional arguments to pragmatic policies and programs. In 1998, in response to requests for assistance from Kenyan policymakers, the Population Council embarked on a four-year collaborative program to document the magnitude and nature of the problem of unsafe abortion. With assistance from the Population Council, researchers from the Centre for the Study of Adolescence designed and implemented a package of eight studies. This monograph provides a summary of the findings of these studies.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Emotions in adolescence' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography