Relevant bibliographies by topics / Positive technologies, Emotion regulation, Adolescents

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Positive technologies, Emotion regulation, Adolescents'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Positive technologies, Emotion regulation, Adolescents"

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Avdeeva, N. N., M. A. Egorova, and Yu A. Kochetova. "Psychological Education as a Nurture Resource of the Modern Education System." Psychological-Educational Studies 13, no. 4 (2021): 73–93. http://dx.doi.org/10.17759/psyedu.2021130405.

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This article aims to analyze the new socio-cultural situation of development of children and adolescents in the information society, in tеrms of socialization, involving the mastering of virtual reality, new computer technologies. Nowadays, in a rapidly changing world, nurture the rising generations is associated with high requirements for the competence of learning process participants, psychological literacy of teachers and parents. The risks and challenges associated with the use of new information technologies make it necessary to provide psychological education to children and adolescents on safety issues, negative influence issues, and ethical norms of Internet communication. The article presents: 1) directions for improving the competence of teachers on the issues of the development and nurturing peculiarities of modern children and adolescents; 2) educating adolescents on positive development (self-regulation; emotional intelligence, effective communication, Internet safety); 3) theoretical foundations, forms and technologies of psychological education of parents, improving parental effectiveness. The methods, forms and technologies of educational work with teachers, adolescents and parents are revealed.
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Deng, Xinmei, Biao Sang, and Ziyan Luan. "Up- and Down-Regulation of Daily Emotion: An Experience Sampling Study of Chinese Adolescents' Regulatory Tendency and Effects." Psychological Reports 113, no. 2 (October 2013): 552–65. http://dx.doi.org/10.2466/09.10.pr0.113x22z4.

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The present study examined Chinese adolescents' emotion regulatory tendency and its effect, using an Experience Sampling Method. Participants comprised 72 Chinese adolescents ( M age = 15.2 yr., SD = 1.7; 36 girls). Momentary emotional experience and regulation was assessed up to 5 or 6 times each day for two weeks. Results showed that participants tended to use up-regulation when they experienced positive emotion and habitually regulated their negative emotion by down-regulation. Also, adolescents who utilized down-regulation in a certain sampling moment reported higher positive emotion at the subsequent sampling moment. Moreover, adolescents who utilized down-regulation more frequently reported higher positive emotion at the subsequent sampling moment. Overall, down-regulation seemed to be a more adaptive regulatory strategy than up-regulation in Chinese adolescents' emotional lives.
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Yildiz, Mehmet Ali, and Seval Kızıldağ. "Pathways from Positive and Negative Affect to Depressive Symptoms: Multiple Mediation of Emotion Regulation Strategies." Anales de Psicología 34, no. 2 (April 10, 2018): 241. http://dx.doi.org/10.6018/analesps.34.2.295331.

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The current study aims to examine the multiple mediations of emotion regulation strategies in the relationship between positive and negative affect and depressive symptoms in adolescents. Participants included 290 students attending middle schools in a mid-size city in Southeastern Anatolian region. Among students, 137 were females (47.2%) and 153 (52.8%) were males. Participants’ ages ranged between 9 and 15 with a mean of 12.12, <em>SD</em>=1.53. Research data were collected through Positive and Negative Affect Schedule for Adolescents, Emotion Regulation Scale for Adolescents, and Depression Scale for Children. Data analysis was conducted through descriptive statistics, Pearson correlation coefficient, an approach based on Ordinary Least Squares Regression, and Bootstrap method. Research findings indicated that the mediation of external dysfunctional emotion regulation, internal dysfunctional emotion regulation, and external functional emotion regulation in the relationships between positive emotions and depressive symptoms was statistically significant. However, the mediation of internal functional emotion regulation was not found to be statistically significant. In the relationship between negative emotions and depressive symptoms, the mediation of internal dysfunctional emotion regulation and external functional emotion regulation was found to be statistically significant. In addition, the mediation of internal functional emotion regulation and external dysfunctional emotion regulation was not found statistically significant. Research findings were discussed based on the relevant literature and some suggestions for researchers were put forward.
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Deng, Xinmei, Biao Sang, and Xinyin Chen. "Implicit beliefs about emotion regulation and their relations with emotional experiences among Chinese adolescents." International Journal of Behavioral Development 41, no. 2 (July 10, 2016): 220–27. http://dx.doi.org/10.1177/0165025415612229.

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There is growing interest in understanding how beliefs about emotion regulation are related to individual emotional experiences. Extant studies have mainly focused on explicit beliefs about emotion regulation among individuals in Western societies. The current study examined implicit emotion regulation and explored their contributions to emotional outcomes in 147 Chinese adolescents. Participants were tested on their implicit beliefs about emotion regulation and their negative emotion experiences. Results showed that the down-regulation was implicitly evaluated as more positive than up-regulation. Moreover, positive implicit beliefs about down-regulation increased with age. Among younger adolescents, those who evaluated down-regulation more positively had less negative emotional experiences. These results suggest that down-regulation may have important implications in Chinese culture.
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Xie, Dengfeng, Jiamei Lu, and Zhangming Xie. "Online Emotion Regulation Questionnaire for Adolescents: Development and Preliminary Validation." Social Behavior and Personality: an international journal 43, no. 6 (July 17, 2015): 955–65. http://dx.doi.org/10.2224/sbp.2015.43.6.955.

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Emotion regulation when using the Internet is an increasingly important way to secure effective social functioning for adolescents. To develop a measure of emotion regulation for adolescents with reference to the network community and examine its reliability and validity, we recruited 535 young people as participants and performed item analysis, identification degree analysis, exploratory factor analysis, and confirmatory factor analysis. Our results showed that the online emotion regulation of adolescents comprised the following 4 dimensions: positive emotion seeking, negative emotion experience, interpersonal emotion support, and mood awareness. Cronbach's α coefficient and the test–retest reliability met the benchmark psychometric standards, and the confirmatory factor analysis demonstrated that the scale had a good fit. Our results indicated that the developed scale was a valid and reliable measure of adolescents' online emotion regulation.
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Chen and Chun. "Association between Emotion Dysregulation and Distinct Groups of Non-Suicidal Self-Injury in Taiwanese Female Adolescents." International Journal of Environmental Research and Public Health 16, no. 18 (September 11, 2019): 3361. http://dx.doi.org/10.3390/ijerph16183361.

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Background: Previous studies revealed that female adolescents are more likely than males to engage in non-suicidal self-injury (NSSI) to regulate negative emotions; however, the dimensions of emotion regulation that are associated with NSSI behavior in adolescents require further examination. The present study aimed to identify Taiwanese female adolescent clusters with NSSI engagement frequency and to evaluate the association of specific forms of emotion dysregulation with NSSI. Methods: The participants were 438 female adolescents (mean age = 15.23 years, SD = 1.24, range between 13 and 18) recruited from 11 high schools. Self-report questionnaires assessing NSSI, difficulties in emotion regulation, and positive and negative affect were administered, and 37% of respondents reported a history of NSSI. Results: The analysis of NSSI frequency yielded three groups: severe, moderate, and non-NSSI. High negative affect, low positive affect, and difficulties in all aspects of emotion regulation differentiated female adolescents in the severe NSSI group from their counterparts in the non-NSSI group. The moderate and severe NSSI groups were further distinguished by age of onset, negative affect, emotion regulation strategies, and impulse control. Adolescents classified in the severe group reported earlier onset of NSSI, higher negative affect, less emotion regulation strategies, and more difficulty with impulse control. Conclusions: The results indicate that assessments of NSSI and emotion regulation should be incorporated in youth mental health screening. The clinical implications of NSSI behavior intervention require further discussion.
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Ripoll, Karen, Sonia Carrillo, Yvonne Gómez, and Johny Villada. "Predicting Well-Being and Life Satisfaction in Colombian Adolescents: The Role of Emotion Regulation, Proactive Coping, and Prosocial Behavior." Psykhe (Santiago) 29, no. 2 (November 2020): 1–16. http://dx.doi.org/10.7764/psykhe.29.1.1420.

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The aim of this study was to evaluate the association between positive competences, such as emotion regulation, proactive coping and prosocial behavior, and Colombian adolescents' perception of their well-being and life satisfaction. Through a convenience sample, 930 7th and 9th grade adolescents attending 11 public and private schools in 2 main cities of Colombia answered to a set of scales that evaluate proactive coping, emotion regulation, prosocial behavior, perceived life satisfaction and well-being. Multiple linear regression analyses were conducted to evaluate models for adolescents' well-being and life satisfaction, with the positive competences taken as predictive variables. The model that showed the best fit and accounted for the greatest amount of variance in adolescents' well-being and life satisfaction included 2 dimensions of proactive coping (positive and social), emotion regulation and prosocial behavior. Recommendations for future research and the development of intervention programs to promote adolescents' well-being are presented.
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Young, Katherine, Christina Sandman, and Michelle Craske. "Positive and Negative Emotion Regulation in Adolescence: Links to Anxiety and Depression." Brain Sciences 9, no. 4 (March 29, 2019): 76. http://dx.doi.org/10.3390/brainsci9040076.

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Emotion regulation skills develop substantially across adolescence, a period characterized by emotional challenges and developing regulatory neural circuitry. Adolescence is also a risk period for the new onset of anxiety and depressive disorders, psychopathologies which have long been associated with disruptions in regulation of positive and negative emotions. This paper reviews the current understanding of the role of disrupted emotion regulation in adolescent anxiety and depression, describing findings from self-report, behavioral, peripheral psychophysiological, and neural measures. Self-report studies robustly identified associations between emotion dysregulation and adolescent anxiety and depression. Findings from behavioral and psychophysiological studies are mixed, with some suggestion of specific impairments in reappraisal in anxiety. Results from neuroimaging studies broadly implicate altered functioning of amygdala-prefrontal cortical circuitries, although again, findings are mixed regarding specific patterns of altered neural functioning. Future work may benefit from focusing on designs that contrast effects of specific regulatory strategies, and isolate changes in emotional regulation from emotional reactivity. Approaches to improve treatments based on empirical evidence of disrupted emotion regulation in adolescents are also discussed. Future intervention studies might consider training and measurement of specific strategies in adolescents to better understand the role of emotion regulation as a treatment mechanism.
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Jacoby, Vanessa M., Elisa Krackow, and Joseph R. Scotti. "Betrayal Trauma in Youth and Negative Communication During a Stressful Task." International Journal of Aging and Human Development 84, no. 3 (September 22, 2016): 247–75. http://dx.doi.org/10.1177/0091415016669724.

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Attachment-based theories and related research illustrate that emotion regulation develops in the context of a secure relationship between a child and caregiver. When a secure bond is broken, such as in the context of betrayal trauma, children fail to develop necessary emotion regulation skills which can lead to an array of relational problems. The current study examined the relations between betrayal trauma history, type of communication during a stressful interpersonal laboratory task, and emotion regulation difficulties in a sample of trauma-exposed adolescents. Results showed that adolescents with a betrayal trauma history reported more emotion regulation difficulties and exhibited more aggressive and fewer positive communication behaviors when engaged in a stressful interpersonal task with their mothers than did adolescents exposed only to nonbetrayal trauma. Emotion regulation difficulties mediated the relation between betrayal trauma history and negative communication. The clinical and developmental implications from these findings are discussed.
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Eker, Halime, and İbrahim Taş. "The Relationship between Game Addiction, Emotional Autonomy and Emotion Regulation in Adolescents: A Multiple Mediation Model." International Journal of Technology in Education and Science 6, no. 4 (November 26, 2022): 569–84. http://dx.doi.org/10.46328/ijtes.390.

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This study researches the mediating role of emotion regulation in the relationship between emotional autonomy and game addiction. The sample of the study consists of 335 adolescents. Ages of the sample are between 14 and 18, and the mean age is 15.78. 135 (40.3%) of the participants are 9th graders, 96 (28.7%) are 10th graders, 62 (18.5%) are 11th graders, and 42 (12.5%) are 12th graders. Weekly aimless internet usage time of the adolescents were found to vary between 1 and 80, with a mean of 22 hours. Game Addiction Scale, Emotional Autonomy Scale and Emotion Regulation Scale were used as data collection tools. SPSS 25 package program and PROCESS Macro program, which works as an add-on to it, were used in data analysis. According to the results of the study, emotional autonomy significantly predicts dysfunctional internal and external emotion regulation sub-dimensions and game addiction in a positive way. Dysfunctional emotion regulation predicts game addiction significantly in a positive way. The relationship between emotional autonomy and game addiction is mediated by dysfunctional internal emotion regulation and dysfunctional external emotion regulation. As a result, it was found that the relationship between emotional autonomy and game addiction occurred through dysfunctional emotion regulation.
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Dissertations / Theses on the topic "Positive technologies, Emotion regulation, Adolescents"

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SCHEK, ESTHER JUDITH. "Positive technologies for promoting Emotion Regulation abilities in adolescents." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/104914.

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The research question in the present empirical contribution concerns if and how new technologies can support adolescents in stress management and in enhancing their emotion regulation abilities, proposing an innovative technology-enhanced approach. In recent years there is a growing interest in the use of emerging advanced technologies in supporting well-being and health promotion. Within the conceptual framework of Positive Technology, referring to those technologies specifically designed to foster positive emotions, to promote engagement in empowering activities and to support connectedness between individuals and groups, Riva, Waterworth, and Murray (2014) pointed out that they can improve the quality of personal experience in three separate, but related, ways: by structuring, by augmenting, or by replacing it (Riva, Baños, Botella, Wiederhold, & Gaggioli, 2012). Within this perspective, two main groups of positive technologies emerged, in relation to the management of psychological stress: virtual-interactive environments and mobile technologies (Serino et al., 2014). As to the emotion regulation domain, the several trainings developed so far aren’t actually combined with new technologies (CASEL, & LSS, 2003), (Harlacher, et al, 2010). On the other hand, the training solutions that employ innovative technologies to foster social and emotional learning in adolescents aren’t specifically focused on emotion regulation competencies (Ben Moussa, et al., 2009; Lim, 2011). Moreover, most researches in this domain have tested the efficacy of the training developed, through assessment strategies designed with one type of measurement technique at a time, although most recent theories highlight how emotions are multidimensional and multicomponent processes, claiming the urge for multi-modal assessment methods (Scherer, 2001). Starting from these premises, the efficacy of positive technologies was tested in a sample of young people aged 12-18. Two empirical studies were carried out with the aim on the one side, to test the efficacy of the Positive Technology App in inducing relaxation (PTA; Riva, 2013) and, on the other side, to validate and to evaluate the efficacy of some sessions of the BEAR training protocol (Pat-Horenczyk et al., 2012) in the technology-enhanced version developed. The Positive Technologies employed have been developed through a user-centered design, combining together different technological components such as gamification aspects, virtual characters and wearable physiological sensors. Overall, results show the efficacy of positive technologies not only in reducing perceived psychological stress and feelings of anxiety, but also in promoting engagement and motivation, as well as in improving the awareness of body sensations and the well-being of young users. In terms of general impact and anticipated benefits, this project aims at making progress in the state of the art of methodological solutions for the training of stress management and emotion regulation abilities, with the final goal to propose a useful tool for the improvement of these competences in adolescents.
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Book chapters on the topic "Positive technologies, Emotion regulation, Adolescents"

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Schek, Esther Judith, Fabrizia Mantovani, Olivia Realdon, Joao Dias, Ana Paiva, Sarit Schramm-Yavin, and Ruth Pat-Horenczyk. "Positive Technologies for Promoting Emotion Regulation Abilities in Adolescents." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 169–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49655-9_23.

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"Emotion Regulation." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, Thomas H. Ollendick, Sara LeBlanc, Cecilia A. Essau, and Thomas H. Ollendick, 3–17. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0001.

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Chapter 1 provides an overview of emotion regulation and associated processes, operationalizing key terms whilst grounding the discussion in the theoretical, Process Model of emotion regulation (Gross, 1998), which differentiates antecedent, from response-focused strategies. Research findings on reappraisal and suppression are outlined, with reappraisal primarily associated with positive health outcomes and suppression primarily associated with negative health outcomes. The development of emotion regulation during childhood and adolescence is discussed, which shows a gradual increase in the use of more complex, adaptive strategies. In addition, the importance of genetic, biological, and environmental factors is assessed. The link between emotion regulation and psychopathology is evaluated in terms of risk and contributing factors. Relatedly, genetic predispositions to psychopathology and the influencing role of parents in terms of emotion regulation biases is discussed, highlighting an under researched area, as fathers have been highly underrepresented in the extant literature. The conclusion reaffirms the strong association between emotion dysregulation and psychiatric illness in youth, making it an ideal target for prevention and early intervention.
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Rice, Frances, Shiri Davidovich, and Sandra Dunsmuir. "Emotion Regulation and Depression." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 171–95. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0009.

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Chapter 9 delineates the symptomology, epidemiology and risk factors associated with depression in children and adolescents. Youth depression involves an assemblage of co-occurring symptoms causing impairment and dysfunction across school, interpersonal relationships, and extracurricular activities. Core diagnostic features of depressive disorders include: depressed mood, loss of interest or pleasure in activities and decreased energy. Depressed youth demonstrate deficits in processing emotional material, which deleteriously impacts regulatory efforts. These impairments include low levels of bias for positive information. Until recently CBT was considered the gold-standard treatment for depression; however, research demonstrates there is limited quality evidence to suggest one treatment modality offers a preferred approach. Thus, interventions should consider the child’s age, cognitive competency, and educational experience when determining treatment options. A novel intervention with auspicious, preliminary findings is Thinking about Reward in Young People (TRY), which incorporates CBT and behavioral activation, with an emphasis on increasing reward-processing.
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Koydemir, Selda, and Cecilia A. Essau. "Cultural and Social Aspects of Emotion Regulation." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 60–78. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0004.

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Chapter 4 investigates how emotion regulation is a socially constructed, culturally influenced phenomenon. Investigating emotion regulation through a cultural lens provides a viable framework to differentiate social norms according to a larger social context. In Western cultures fostering autonomy and cultivating a positive personal self-concept is important for emotion regulation. In contrast, in non-Western cultures achieving harmony among relationships is the primary goal of emotion regulation. Cross-cultural research has determined both similarities and differences. Accordingly, empirical findings suggest emotion expression is common in Western cultures, whereas, suppression is common among Asian cultures. Relatedly, the same regulatory strategies have divergent effects in different cultures. Research has demonstrated the association between suppression and psychopathology in Western cultures; however, emotional suppression has been associated with positive health outcomes in East Asian cultures. Yet, cultures are often heterogeneous in nature, supporting both autonomy and harmony; thus, future research should consider intra-cultural differences more closely.
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Wills, Thomas A., Jeffrey S. Simons, Olivia Manayan, and M. Koa Robinson. "Emotion Regulation and Substance Use Disorders in Adolescents." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 210–34. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0011.

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Chapter 11 evaluates how emotion dysregulation enhances vulnerability to substance use disorders in adolescents. In late adolescence (15–18 years of age), recurrent substance users are prone to develop substance use disorder in adulthood. Substance use disorder may be broadly characterized as the inability to regulate substance consumption, deleteriously impacting social functioning, whilst accumulating a myriad of negative consequences and recurring risk to the self. Research suggests emotion dysregulation may be a predisposing factor that presents prior to onset of disorder. Moreover, dysregulation in cognitive, emotional and behavioral domains may be interconnected processes; substance abuse presenting as a product of overall dysregulation. Although theoretical efforts have outlined conceptual models delineating the relationship between emotion regulation and substance abuse, limited evidence has been garnered in adolescent samples. From a treatment perspective, school-based interventions centered on fostering adaptive emotion regulation skills have demonstrated efficacy, and maintained positive findings at long-term follow-up.
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Ivanova, Iryna. "Emotion-Focused Therapy to Facilitate Positive Body Image and Embodiment." In Handbook of Positive Body Image and Embodiment, edited by Tracy L. Tylka and Niva Piran, 277–87. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0027.

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This chapter describes the application of emotion-focused therapy (EFT) in enhancing embodiment and positive body image in individuals with eating disorders and body dissatisfaction. It provides an overview of emotion regulation and dysregulation and highlights possible links between emotion regulation deficits, negative body image, and disordered eating. It reviews the application of EFT in the treatment of emotion dysregulation and describes EFT interventions that help enhance positive embodiment and positive body image. The chapter also reviews outcome research on the application of EFT in healing bodily and emotional disruptions in adults and adolescents through individual and group psychotherapy. The chapter concludes with suggestions for future directions to advance the application of EFT to transform body shame into more attuned and empowering ways to inhabit the body.
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