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1
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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Remmes, Cara S., and Jill Ehrenreich-May. "Parental Emotion Regulation Strategy Use and Responses to Youth Negative Affect." Journal of Cognitive Psychotherapy 28, no. 1 (2014): 34–47. http://dx.doi.org/10.1891/0889-8391.28.1.34.
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Parental responses to youth negative affect have been associated with social and emotional outcomes in youth. However, the association between such parenting behaviors and essential components of youth emotion regulation is not well studied, especially in youth with anxiety and depressive disorders. This investigation examined the influence of parents’ emotion regulation strategies and their responses to youth negative affect on adolescent-reported emotional awareness and emotional expression in a clinical sample of youth with anxiety disorders. In addition, this study examined the relationship between parent-reported use of emotion regulation strategies and parental reactions to youth negative affect. Questionnaires were completed by 67 adolescents (ages 12–18 years) and by one of their parents during an intake assessment at a university-based clinic. Adolescents had a primary anxiety or depressive disorder diagnosis. Results indicated a positive relationship between parent-reported use of suppression and youth report of poor emotional understanding in adolescents with a primary anxiety or depressive disorder. A positive relationship between parent-reported use of reappraisal and emotion-coaching responses to youth negative affect was also found. Clinical implications of these findings are discussed in the context of parental socialization of youth emotion regulation and in terms of prevention and intervention efforts.
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Yang, Meng, Xinmei Deng, and Sieun An. "The Immediate and Lasting Effect of Emotion Regulation in Adolescents: An ERP Study." International Journal of Environmental Research and Public Health 18, no. 19 (September 29, 2021): 10242. http://dx.doi.org/10.3390/ijerph181910242.
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The immediate effect is an important index of the outcomes of emotion regulation. However, in daily life, whether the effect of emotion regulation lasts and the lasting mechanism have been examined less. The present research focused on the relationships between the immediate and lasting effect of the emotion regulation of adolescents. Electroencephalogram (EEG) was recorded from 51 adolescents (31 boys and 20 girls, Mage = 12.82) during online emotion regulation using the Reactivity and Regulation-Image Task (phase 1) and re-presentation of emotional stimuli after a period of time (phase 2). Event-related potentials (ERPs) related to emotion regulation, such as N2, P3, and the late positive potential (LPP), were examined in the two phases. The results showed that: (1) In both of the two phases, in negative emotion conditions, the amplitudes of P3 and LPP 300–600 of no-regulation conditions were significantly higher than those in reappraisal conditions. However, there was no significant difference under neutral conditions; (2) The amplitudes of P3, N2, and LPP 300–600 during emotion regulation in phase 1 positively predicted the amplitudes of P3, N2, and LPP300–600 in phase 2 in different experimental conditions. Results from the regression analysis implied that the immediate effect of online emotion regulation may predict the lasting effect when adolescents face the same emotions again. In addition, our findings provide neurological evidence that the use of cognitive reappraisal could effectively help adolescents to reduce the recruitment of cognitive resources when they regulate negative emotions and when they face those negative emotions again.
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Cserép, Melinda, Brigitta Szabó, Péter Tóth-Heyn, Attila J. Szabo, and Irena Szumska. "The Predictive Role of Cognitive Emotion Regulation of Adolescents with Chronic Disease and Their Parents in Adolescents’ Quality of Life: A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 23 (December 1, 2022): 16077. http://dx.doi.org/10.3390/ijerph192316077.
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Background: The purpose of this study was to investigate cognitive emotion regulation in adolescents with chronic illness and their parents. Methods: Eighty-five young people (mean = 15.86 years, standard deviation = ± 1.42, girls 65.88%) with chronic illnesses (inflammatory bowel disease n = 40 or type 1 diabetes n = 45), and their parents (mean = 46.06 years, 87.06% mother) completed the Cognitive Emotion Regulation Questionnaire (CERQ) for themselves and the Inventory of Quality of Life in Children and Adolescents (ILC) questionnaire adolescent and parent version. We conducted two hierarchical linear regression analyses with “enter” method. The CERQ scales and the diagnosis of chronic disease were chosen as independent variables, and the total ILC score in the first analysis and the ILC proxy score in the second analysis were chosen as dependent variables. Results: Among adolescents, cognitive emotion regulation strategies such as self-blame, positive reappraisal, and catastrophizing have been proven to be predictors of their own quality of life; however, parental self-blame was also found to be a predictor of adolescents’ quality of life. Parental rumination and positive refocusing have been shown to be predictors of how parents rate their child’s quality of life. Conclusions: The present study sheds light on cognitive emotion regulation strategies in adolescents with chronic illness and their parents that have a significant impact on the development of young people’s quality of life.
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Trueba, Ana F., and Graham Pluck. "Social Support Is Related to the Use of Adaptive Emotional Regulation Strategies in Ecuadorian Adolescents in Foster Care." Psych 3, no. 2 (April 22, 2021): 39–47. http://dx.doi.org/10.3390/psych3020005.
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Adolescents in foster care are exposed to maltreatment and inadequate social support which can have lasting repercussions on their emotional development. The aim of this study was to examine the effect of social support on the use of emotional regulation strategies in Ecuadorian adolescents in foster care and non-foster peers. This study recruited 181 adolescents, 56 in foster care and 123 non-foster peers, from various locations in Quito, Ecuador. Participants completed the Cognitive Emotion Regulation Questionnaire (CERQ) and the Multidimensional Scale of Perceived Social Support (MSPSS). Using linear regression, we found that being in foster care was related to lower perceived social support. The non-foster care control group reported using more emotion regulation strategies, both adaptive and maladaptive (acceptance, rumination, refocusing to planning, and self-blaming), than the foster care group. Greater social support was associated with the use of more positive strategies (reappraisal, positive refocusing, and refocusing to planning) and less maladaptive strategies (catastrophizing). Youth in foster care have less social support than their non-foster peers. This puts them at risk, as social support has an important role in the use of healthy emotion regulation skills in adolescents.
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Youn, Jung-Hee, and Hye-jeong Hwang. "The Mediating Effect of Peer Relationship Quality on the Relationship between Emotion Regulation Ability and School Life Adaptation of Middle School Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 711–25. http://dx.doi.org/10.22251/jlcci.2022.22.18.711.
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Objectives To determine the mediating effect of peer relationship quality on the relationship between emotion regulation ability and school life adaptation of middle school students.
Methods The emotion regulation ability scale reconstructed for adolescents by Oh Jihye (2011), the school life adaptation scale by Lee Gyumi and Kim Myungsik (2008), and the peer relationship quality scale revised and complemented by Kim Jinkyung and Yoo Anjin (2002) were used for 372 second graders in three middle schools in H city, Gyeonggi province. In addition to general descriptive statistical analysis, a three-stage hierarchical regression analysis was conducted to confirm the mediating effect of peer relationship quality on the impact of emotion regulation ability on school life adaptation.
Results The results are as follows. First, there were significant positive correlations between all major variables in the correlation between middle school students’ emotion regulation ability, peer relationship quality, and school life adaptation. In other words, the higher the emotion regulation ability, the higher the peer relationship quality, and the higher the emotion regulation ability, the better the school life adaptation. In addition, the higher the peer relationship quality, the better the school life adaptation. Second, according to the results of determining the mediating effect of peer relationship quality on the relationship between middle school students’ emotion regulation ability and school life adaptation, peer relationship quality partially mediated the relationship between emotion regulation ability and school life adaptation. This means that emotion regulation ability has a direct effect on the school life adaptation of middle school adolescents, and also has an indirect effect through peer relationships.
Conclusions It is necessary to improve the peer relationship quality of adolescents by providing various activity experiences based on educational guidance and counseling intervention strategies and prepare specific measures for students to actively adapt to school life.
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Madjar, Nir, Nicole Segal, Gilad Eger, and Gal Shoval. "Exploring Particular Facets of Cognitive Emotion Regulation and Their Relationships With Nonsuicidal Self-Injury Among Adolescents." Crisis 40, no. 4 (July 2019): 280–86. http://dx.doi.org/10.1027/0227-5910/a000566.
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Abstract. Background: Nonsuicidal self-injury (NSSI) has been found to be associated with poor emotion regulation. Aims: The goal of this study was to examine the association of multidimensional cognitive emotion regulation strategies with NSSI among adolescents and compare the different patterns of NSSI. Method: A sample of 594 high-school students (54.4% boys; mean age = 14.96 years), from five regional schools across Israel, were assessed for five facets of cognitive emotion regulation strategies (acceptance, refocus on planning, positive refocusing, putting into perspective, and positive reappraisal) and NSSI behaviors using validated scales. Participants were allocated into three groups: repetitive NSSI (more than six occasions of NSSI; 7.1%), occasional NSSI (at least one incident but less than six; 8.3%), and no NSSI (84.6%). Results: Analysis of covariance, controlling for gender and depression symptoms, revealed that students with NSSI reported higher levels of acceptance, but lower levels of refocus on planning and putting into perspective. Limitations: The study used a cross-sectional design, which was a limitation. Conclusion: These findings demonstrate that particular cognitive emotion regulation strategies differ substantially in their relationship with NSSI. Adolescents who focus on planning and putting stressful situations into perspective may have increased resilience, whereas adolescents who are accepting of negative events that have happened may be more prone to maladaptive coping behaviors.
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Tsarpalis-Fragkoulidis, Achilleas, Rahel Lea van Eickels, and Martina Zemp. "Please Don’t Compliment Me! Fear of Positive Evaluation and Emotion Regulation—Implications for Adolescents’ Social Anxiety." Journal of Clinical Medicine 11, no. 20 (October 11, 2022): 5979. http://dx.doi.org/10.3390/jcm11205979.
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In recent years, fear of positive evaluation has emerged as one of the key aspects of social anxiety, alongside fear of negative evaluation. Fears of evaluation intensify during adolescence, a time when individuals are expected to navigate new, emotionally challenging situations. The purpose of this study was to examine the associations between social anxiety, fear of positive and negative evaluation, and three emotion regulation strategies relevant to social anxiety, i.e., suppression, acceptance, and rumination. To this end, data were collected from 647 adolescents via an online survey and analyzed using structural equation modeling. We found that fear of negative evaluation was significantly related to rumination, whereas fear of positive evaluation was significantly and negatively related to acceptance. We further found an indirect effect of social anxiety on suppression via fear of positive evaluation and acceptance in a serial mediation and an indirect effect of social anxiety on rumination via fear of negative evaluation. Not only do fears of positive and negative evaluation appear to be distinct constructs, but they are also differentially associated with three emotion regulation strategies pertinent to social anxiety. Fear of evaluation and its associations with emotion regulation deficits might hinder the therapeutic process by acting as a deterrent to positive reinforcement or potentially impeding the development of a successful therapeutic alliance.
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Sarıtaş-Atalar, Dilek, Tülin Gençöz, and Ayça Özen. "Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample." European Journal of Psychological Assessment 31, no. 1 (June 1, 2015): 12–19. http://dx.doi.org/10.1027/1015-5759/a000199.
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The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.
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Shulga, T. I. "Mindfulness in Orphan and Parentless Adolescents as a Factor of Psychological Well-Being." Психологическая наука и образование 24, no. 4 (2019): 36–50. http://dx.doi.org/10.17759/pse.2019240403.
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The article presents a study of mindfulness as a feature of consciousness in orphan and parentless adolescents. The adolescents’ mindfulness is analysed through their awareness of the ability to achieve positive psychological effects, including psychological well-being and resilience. The study employed the following 9 techniques: the Child and Adolescent Mindfulness Measure (CAMM); the Resilience Scale; the Self-Compassion Scale; the Toronto Empathy Questionnaire; the Ryff’s Psychological Well-Being Scale; the Gratitude Questionnaire; the Cognitive Emotion Regulation Questionnaire; the scales for measuring readiness to help and aggression in the classroom; the Strengths and Difficulties Questionnaire (SDQ).The sample included 20 orphan and parentless adolescents. The study revealed that mindfulness is indeed a factor of psychological well-being. The educators of twenty organizations for orphans and children without parental care assessed the adolescents’ strengths and difficulties in order to evaluate their cognitive emotion regulation abilities.Сorrelation analysis allowed us to identify the relationship of mindfulness, psychological well-being indicators and emotional regulation with a number of social psychological characteristics of personality in the adolescents: indicators of positive psychological effects of mindfulness, in particular, humanity, resilience, competence (environmental management), and decrease of cognitive and emotional reactivity.
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Verhees, Martine W. F. T., Chloë Finet, Sien Vandesande, Margot Bastin, Patricia Bijttebier, Nadja Bodner, Tanya Van Aswegen, Magali Van de Walle, and Guy Bosmans. "Attachment and the Development of Depressive Symptoms in Adolescence: The Role of Regulating Positive and Negative Affect." Journal of Youth and Adolescence 50, no. 8 (April 1, 2021): 1649–62. http://dx.doi.org/10.1007/s10964-021-01426-y.
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AbstractAlthough widely accepted, attachment theory’s hypothesis that insecure attachment is associated with the development of depressive symptoms through emotion regulation strategies has never been longitudinally tested in adolescence. Additionally, previous research only focused on strategies for regulating negative affect, whereas strategies for regulating positive affect may also serve as a mechanism linking insecure attachment to depressive symptoms. This study aimed to fill these research gaps by testing whether the association between attachment and change in depressive symptoms over time is explained by strategies for regulating negative and positive affect in adolescence. Adolescents (N = 1706; 53% girls; Mage = 12.78 years, SDage = 1.54 at Time 1) were tested three times, with a 1-year interval between measurement times. They reported on their attachment anxiety and avoidance at Time 1, depressive symptoms at Times 1 and 3, and regulation of negative affect (brooding and dampening) and positive affect (focusing and reflection) at Time 2. The results from multiple mediation analyses showed that more anxiously attached adolescents developed more depressive symptoms via increased brooding and dampening. More avoidantly attached adolescents developed more depressive symptoms via decreased focusing. These findings provide longitudinal support for attachment theory’s emotion regulation hypothesis, and show that the regulation of both negative and positive affect is important.
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Carapeto, Maria João, Raquel Domingos, and Guida Veiga. "Attachment and Depressive Symptoms in Adolescence: The Mediatory Role of Emotion Awareness." Behavioral Sciences 12, no. 10 (October 21, 2022): 405. http://dx.doi.org/10.3390/bs12100405.
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Attachment seems to influence depression through emotion regulation. However, no study has yet examined the mediatory role of emotion awareness, a particular subset of emotion regulation abilities, in the relationship between attachment and depressive problems in early and middle adolescence. The aim of this study is to examine the direct and indirect effects of attachment on depressive symptoms in adolescence, considering the mediatory role of emotion awareness dimensions. A sample of adolescents (n = 223) filled up self-report questionnaires on attachment, emotion awareness and depression. Serial mediation models suggest direct effects on depression: negative for secure attachment and positive for anxious/ambivalent attachment. Anxious/ambivalent attachment has a positive indirect effect through lower differentiation of emotions. Both secure and anxious/ambivalent attachment have indirect positive effects on depression through the sequence of bodily unawareness and differentiation of emotions. Differentiating emotions has a central role in mediating the relationship between attachment and depressive symptoms, and the lack of bodily awareness of emotions contributes to such mediation.
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Karimi, Sirwan, Mohammadreza Pirmoradi, Ahmad Ashouri, and Asma Aghebati. "Relationship of Temperament and Character Traits, Emotional Regulation and Perceived Parenting With Self-harming Behaviors in Adolescents." Iranian Journal of Psychiatry and Clinical Psychology 26, no. 4 (January 1, 2021): 448–63. http://dx.doi.org/10.32598/ijpcp.26.4.2955.2.1.
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Objectives: The current study aims to provide a structural modeling of self-harm behaviors in adolescents based on their temperament and character traits, emotion regulation strategies, and perceived parenting. Methods: This is a descriptive/correlational study. The study population consists of all high school students (1-3th grade) during 2017-2018 in Tehran, Iran. Of these, 159 with a mean age of 15±0.75 years were selected by using a cluster sampling technique. they were assessed by Temperament and Character Inventory (TCI), Parenting Styles and Dimensions Questionnaire (PSDQ), Cognitive Emotion Regulation Questionnaire (CERQ), and Deliberate Self-Harming Inventory (DSHI). For data analysis, Pearson correlation test and structural equation modeling were conducted in LISREL v. 8.8 and SPSS v. 20 applications. Results: Novelty seeking dimension of TCI and maladaptive cognitive emotion regulation strategies had a direct and positive relationship with self-harming behavior. Although harm avoidance dimension of TCI and authoritarian parenting had no direct effect on self-harming behaviors, they became effective after mediation by maladaptive cognitive emotion regulation strategies. Maladaptive emotion regulation strategies and novelty seeking together were able to predict 22% of the variance in self- harming behavior Conclusion: Novelty seeking personality trait and authoritarian parenting can affect and predict self-harming behaviors of the adolescents.Sirwan Karimi
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Tavares, Dionísia, and Teresa Freire. "Flow experience, attentional control, and emotion regulation: contributions for a positive development in adolescents." PSICOLOGIA 30, no. 2 (December 7, 2016): 77–94. http://dx.doi.org/10.17575/rpsicol.v30i2.1119.
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Research has shown that optimal experiences lead to positive development outcomes. Adolescence is a critical period for the engagement in daily optimal experiences, namely, flow experience, since it is a period of experimentation and definition of interests. Adolescents are more willing to attend new challenges and develop new skills, finding more opportunities within contexts to develop engaged and happy lives. In this article, we review the major findings of the impact of flow experience in adolescents’ lives and positive development, and the individual and contextual factors associated with this psychological state of consciousness. We specifically relate attentional control and emotion regulation concepts to flow experience. We discuss the possible link between flow and these self-regulation abilities and its potential for positive adolescent development. Finally, we make some conclusions and suggest new lines for future research concerning predictors of flow experience within a social and ecological framework.
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Wante, Laura, Marie-Lotte Van Beveren, Lotte Theuwis, and Caroline Braet. "The effects of emotion regulation strategies on positive and negative affect in early adolescents." Cognition and Emotion 32, no. 5 (September 7, 2017): 988–1002. http://dx.doi.org/10.1080/02699931.2017.1374242.
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Nook, Erik C., John C. Flournoy, Alexandra M. Rodman, Patrick Mair, and Katie A. McLaughlin. "High Emotion Differentiation Buffers Against Internalizing Symptoms Following Exposure to Stressful Life Events in Adolescence: An Intensive Longitudinal Study." Clinical Psychological Science 9, no. 4 (March 29, 2021): 699–718. http://dx.doi.org/10.1177/2167702620979786.
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Exposure to stressful life events is strongly associated with internalizing psychopathology, and identifying factors that reduce vulnerability to stress-related internalizing problems is critical for development of early interventions. Drawing on research from affective science, we tested whether high emotion differentiation—the ability to specifically identify one’s feelings—buffers adolescents from developing internalizing symptoms when exposed to stress. Thirty adolescents completed a laboratory measure of emotion differentiation before an intensive yearlong longitudinal study in which exposure to stress and internalizing problems were assessed at both the moment level ( n = 4,921 experience-sampling assessments) and month level ( n = 355 monthly assessments). High negative and positive emotion differentiation attenuated moment-level coupling between perceived stress and feelings of depression, and high negative emotion differentiation eliminated month-level associations between stressful life events and anxiety symptoms. These results suggest that high emotion differentiation buffers adolescents against anxiety and depression in the face of stress, perhaps by facilitating adaptive emotion regulation.
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Quintana-Orts, Cirenia, Sergio Mérida-López, Lourdes Rey, Félix Neto, and Natalio Extremera. "Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents." Journal of Clinical Medicine 9, no. 10 (September 26, 2020): 3116. http://dx.doi.org/10.3390/jcm9103116.
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Though contemporary scientific literature addressing the links between emotional intelligence (EI) and suicidal ideation in adolescents is scarce, one of the potential proposed pathways through which EI may reduce the risk of suicidal ideation involves its relationship with the use of adaptive coping strategies. The aim of this research is to provide support for an empirical pathway that proposes that the effects of EI on suicide risk may follow an indirect pathway, involving maladaptive and adaptive cognitive emotion regulation strategies, using both cross-sectional and prospective design in two independent studies with Spanish adolescents. The sample of Study 1 consisted of 1824 students (52.4% female; mean age 14.55 years). In Study 2, 796 adolescents (54.4% female; mean age 13.76 years) filled out the measures twice, four months later. The results confirmed a positive association between EI and adaptive cognitive emotion regulation strategies and a negative link with suicidal ideation. As expected, the results showed that both cross-sectionally (Study 1) and prospectively (Study 2) EI predicted lower suicidal ideation. Bootstrap mediation analysis indicated that only adaptive cognitive emotion regulation strategies partially mediated the link between EI and suicidal ideation both cross-sectionally and prospectively. Together, those adolescents who showed higher EI were more likely to report more adaptive cognitive emotion regulation, which in turn predicted lower levels of suicidal ideation. Our findings suggest possible avenues for prevention and intervention efforts aimed at boosting emotional abilities and developing adaptive coping strategies among adolescents who are at elevated suicide risk.
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Tommasi, Marco, Paola Grassi, Michela Balsamo, Laura Picconi, Adrian Furnham, and Aristide Saggino. "Correlations Between Personality, Affective and Filial Self-Efficacy Beliefs, and Psychological Well-Being in a Sample of Italian Adolescents." Psychological Reports 121, no. 1 (July 27, 2017): 59–78. http://dx.doi.org/10.1177/0033294117720698.
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Adolescence is a critical period for the emergence of a balanced personality in adults. Extraversion, neuroticism, and affective self-efficacy beliefs in emotion regulation showed to be good predictors of psychological well-being in adolescents. We analyzed the association between affective self-efficacy beliefs, personality traits, and psychological well-being of 179 Italian adolescents. We also analyzed the connection between adolescents’ filial self-efficacy beliefs and psychological well-being and possible moderating effects of self-efficacy beliefs on personality traits. Results show that extraversion, neuroticism, and self-efficacy beliefs in emotion regulation are correlated with psychological well-being, while filial self-efficacy does not. Self-efficacy beliefs do not show significant moderating effects on personality traits, even if self-efficacy beliefs in expressing positive emotions reduce negative characteristics of individuals with high level of psychoticism.
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Kamenskaya, V. G., and L. V. Tomanov. "Digital Technologies and their Impact on the Social and Psychological Characteristics of Adolecsents." Experimental Psychology (Russia) 15, no. 1 (2022): 139–59. http://dx.doi.org/10.17759/exppsy.2022150109.
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The article is devoted to the problem of increasing the adolescents’ involvement in virtual cyberspace and the influence of activities in it on their social and psychological characteristics, as well as on the features of the critical brain systems functioning. Close and highest values of use by teenagers the frequency as a means of leisure video games and communication in social networks are considered. At the same time, the increase in the number of users with new technologies, according to modern scientific literature, outpaces the accumulation of knowledge about the influence of the information environment on the human psyche and brain, which are forming and developing in new conditions. There are evidence, provided the high values of the use two main types of digital technologies: virtual communications in social networks and video games, which can be associated with the methodical features of surveys and questionnaires and do not reflect the selectivity of adolescent behavior in cyberspace. Scientific sources suggest that a certain proportion of researchers are positive and optimistic about the use of video games in education and leisure, emphasizing their evolving effects on visual memory, spatial orientation and the ability to make correct decisions in uncertain or complex situations. At the same time, there is little evidence of significant changes in verbal-conceptual intelligence. The structure of intellectual functions changes with an emphasis on non-verbal intelligence clearly demonstrate the directional impact of computer games on the highest mental functions, the degree transformation of which depends on the game practice and content of games. The noted negative effects of adolescent gaming activity on the emotional and social characteristics of gamers’ behavior can be associated not only with the gaming time so perhaps with the premorbid features of adolescents, such as depressive experiences. Most researchers on the impact of over-the-counter social media on the psychological and social characteristics of adolescents express similar views, characterizing fans of virtual communication as aggressive, hostile personalities, with superficial assessments and reduced criticism of information in blogs and accounts. This set of properties of users by social networks creates a basis for their involvement in various anti-social actions in cyberspace and real public life. In connection with these facts, it is necessary and possible to research the role of social networks’ commercialization as the causes of the emergence of underage millionaires, bloggers, whose example and success educates much more effectively than school and family. Clinical study over the fascination with video games and virtual life in social networks are in DSM-V in the form of a special form of technology dependences, internet- addiction. Internet abuses based of the specifics of the activity of neural networks, regulating higher mental functions and behaviors. There is the risk of organic lesions of the central nervous system of modern adolescents and social disability of the younger generation. At present, it is not clear the cause-and-effect relationship of premorbid features of abuser and the rate of addiction formation, which certainly requires further research of adolescents, whose leisure time is increase to many hours of action on the Internet and gadgets. The facts mentioned in the article emphasize the relevance and importance of studying psychophysiological and physiological mechanisms, which are most sensitive to the influence of information factors of the environment. It is necessary to formulate a general practical task of preventing excessive fascination with the Internet and gaming by teenagers, the formation of digital diagnostic methods of assessments of brain and mental functioning, as well as corrective psychological and educational activities and programs.
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Sanyal, Nandini, Pidathala Saahith, and Tina Fernandes. "Influence of Extracurricular Activities on Attachment, Emotion Regulation and Career Aspirations in Adolescents." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 1 (August 9, 2017): 53. http://dx.doi.org/10.21013/jems.v8.n1.p7.
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<p>The term extracurricular activities are defined as any structured activity supervised by one or more adults outside regular school hours or the home. Attachment is an enduring emotional bond which an individual forms to another person. Emotion regulation refers to how we try to<br />influence which emotions we have, when we have them, and how we experience and express<br />these emotions. Career aspirations are defined as long-term individual work related goals.<br />Non-probability purposive sampling was used to select a sample of 230 adolescents aged 12<br />to 16 years. They were divided into three groups: not involved, moderately involved and<br />highly involved in extracurricular activities. The study adopts a factorial design to determine<br />whether there are any main and interactional effects of the level of involvement in<br />extracurricular activities and gender on attachment, emotion regulation and career<br />aspirations in adolescents. The study also adopts a correlational design to determine if the<br />dimensions of attachment and emotion regulation predict career aspirations among<br />adolescents who are not involved, moderately involved and highly involved in extracurricular<br />activities The results showed an influence of involvement in extracurricular activities on<br />adolescents’ mother attachment, father attachment and peer attachment, and career<br />aspirations. Further, adolescents who are highly involved in extracurricular activities were<br />found to be high on alienation. The predictors for career aspirations and its dimension among<br />adolescents who are not involved and moderately involved were found to be peer attachment<br />and its dimensions. However, for those who are highly involved in extracurricular activities,<br />the predictors for career aspirations were found to be mother and father attachment<br />dimensions. The study recommends encouraging adolescents’ participation in extracurricular<br />activities for positive youth development.</p>
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Shahnazdoust, Fatemeh, Niloofar Mikaeili, and Seifollah Aghajani. "The Mediating Role of Emotion Regulation Strategies in the Relationship Between Emotional Abuse and Self-Harm Behaviors in Adolescents: A Cross-Sectional Study." Journal of Guilan University of Medical Sciences 31, no. 2 (June 22, 2022): 124–35. http://dx.doi.org/10.32598/jgums.31.2.1892.1.
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Background: It is important to pay attention to the self-injury behaviors in adolescence as one of the high-risk behaviors with adverse consequences for the individual and society. Objective: This study aims to investigate the mediating role of emotion regulation strategies in the relationship between emotional abuse in childhood and self-injury behaviors in female adolescents. Methods: This is an analytical cross-sectional study. Participants were 200 female high school students in Rasht, Iran in the academic year 2020-2021 who were selected using a convenience sampling method. Data collection tools included the self-harm inventory (SHI), childhood trauma questionnaire (CTQ), and emotion regulation questionnaire (ERQ). The collected data were analyzed using structural equation modeling (SEM) and path analysis in SPSS Software v. 23 and Amos v. 26. Results: There was a significant relationship between emotional abuse and self-injury behaviors (P<0.001). The reappraisal domain had a significant negative relationship with emotional abuse and self-injury behaviors, and the suppression domain had a significant positive relationship with emotional abuse and self-injury behaviors. Emotion regulation strategies had partial mediating role in the relationship between emotional abuse and self-injury behaviors (P<0.001). Conclusion: Considering the mediating role of emotion regulation strategies, more attention to the use of these strategies should be paid to reduce the occurrence of self-injury behaviors in female adolescents.
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Growney, Claire, Jennifer Bellingtier, and Carolyn Aldwin. "USING INTENSIVE LIFESPAN DATA TO GAIN DEEPER INSIGHT INTO COPING AND EMOTION REGULATION PROCESSES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 125. http://dx.doi.org/10.1093/geroni/igac059.498.
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Abstract Effective coping and emotion regulation are important for well-being across the lifespan. Successful maintenance or improvement in these processes are often invoked as explanations for age-related stability or enhancement of well-being. In this symposium, we leverage intensive data to gain a deeper understanding of how individuals manage daily emotions and stressors, critically examining evidence for age-related differences and similarities. Growney and English used experience sampling to examine interpersonal emotion regulation in adults aged 25-85, finding a negative association between age and interpersonal emotion regulation strategy use, but evidence suggesting more effective interpersonal emotion regulation in older age. Bellingtier and colleagues present evidence for age similarity in flexible emotion regulation strategy use across hassle domains in an experience sampling study of adolescents and adults aged 14-88, noting that hassle domain differentiation was associated with emotion regulation strategy use. O’Brien and Neupert used daily diaries to examine associations between daily stressor appraisals and affect in adults aged 60-90, identifying daily negative self-views of aging as a moderator which may be particularly consequential in older adulthood. Cerino and colleagues used data from the National Study of Daily Experiences to examine relationships between perceived stressor control and daily affect, highlighting differing findings across domains of interpersonal stressors. Finally, a discussion will center on the value of considering both age-related similarities and differences, age-relevant factors for successful emotion regulation and coping (e.g., negative and positive aspects of social relationships, views of aging), diverse contexts in which these processes occur, and statistical considerations with micro-longitudinal approaches.
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Wang, Yuzheng, Wei Xu, and Fei Luo. "Emotional Resilience Mediates the Relationship Between Mindfulness and Emotion." Psychological Reports 118, no. 3 (May 18, 2016): 725–36. http://dx.doi.org/10.1177/0033294116649707.
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Previous studies have shown that mindfulness promotes positive mood states and reduces negative ones; however, the underlying mechanisms are still controversial. This study assessed the role of emotional resilience as a mediator between mindfulness and emotional regulation. A total of 421 college students ( M age = 20.0 year, SD = 2.0; males/females/missing are 152/248/4) completed the Five-Facet Mindfulness Questionnaire, Profile of Mood States, and Adolescents’ Emotional Resilience Questionnaire (AERQ). The ability to generate positive emotion (GP) and the ability to recover from negative emotion (RN) are two subscales of the AERQ. A Structural Equation Modeling analysis indicated that emotional resilience mediated the connection between mindfulness and emotion. Specifically, GP mediated the relationship between mindfulness and both positive and negative emotions while RN mainly mediated the relationship between mindfulness and negative emotions. These findings suggest that mindfulness may play a role in regulating positive and negative emotions through the two different aspects of emotional resilience.
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Yap, Marie B. H., Orli S. Schwartz, Michelle L. Byrne, Julian G. Simmons, and Nicholas B. Allen. "Maternal Positive and Negative Interaction Behaviors and Early Adolescents' Depressive Symptoms: Adolescent Emotion Regulation as a Mediator." Journal of Research on Adolescence 20, no. 4 (November 15, 2010): 1014–43. http://dx.doi.org/10.1111/j.1532-7795.2010.00665.x.
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Mohammadi Hosseini Asl, Faezeh, Rana Saken Azari, Parviz Abdoltajedini, and Ali Naghi Aghdasi. "Predicting high-risk behaviors based on satisfying basic psychological needs, cognitive emotion regulation and attachment styles mediated by mental vitality in female adolescents." Shenakht Journal of Psychology and Psychiatry 9, no. 2 (May 28, 2022): 117–30. http://dx.doi.org/10.32598/shenakht.9.2.117.
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Introduction: Given that basic psychological needs, cognitive emotion regulation, attachment styles and mental vitality are among the factors that play a protective role in the occurrence of high-risk behaviors; therefore, predicting the underlying or eliminating factors of high-risk behaviors seems necessary. Aim: This study was conducted to predicting high-risk behaviors based on satisfying basic psychological needs, cognitive regulation of emotion and attachment styles mediated by mental vitality in female adolescents. Method: The statistical population of this descriptive-correlational study included all female students of the second year of high school in Tabriz in the academic year 2018-2019, from which 282 people were selected using multi-stage cluster sampling. Data were collected through Iranian Adolescents Risk-Taking Scale (IARTS), Basic Psychological Needs Scale (BPNS), Adult Attachment Inventory (AAI), Cognitive Emotion Regulation Questionnaire (CERQ) and Mental Vitality Questionnaire (MVQ). Data were analyzed using path analysis method in SPSS-23 and Lisrel-8 software. Results: There is a negative and significant relationship between high-risk behaviors with the satisfaction of basic psychological needs (P=0.001, r=-0.230), and mental vitality (P=0.001, r=-0.313) and attachment styles (P=0.001, r=0.247) there is a positive and significant relationship; while only the satisfaction of basic psychological needs (P=0.004) can predict high-risk behaviors due to the mediating role of mental vitality. Conclusion: Satisfaction of basic psychological needs due to the mediating role of mental vitality has the ability to predict high-risk behaviors; these findings can be helpful in effectively preventing high-risk behaviors among female adolescents.
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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.
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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.
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Gómez, Inmaculada, Juan M. Flujas-Contreras, Dyanne Ruiz-Castañeda, and Diana Castilla. "A Virtual Reality–Based Psychological Treatment in Long-Term Hospitalization: A Case Study." Clinical Case Studies 18, no. 1 (September 14, 2018): 3–17. http://dx.doi.org/10.1177/1534650118799196.
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The aim of this article is to provide preliminary efficacy of a psychological intervention for children and young patients to help them to improve resilience, coping strategies for pain, anxiety, and general emotional discomfort in long-term hospitalization using a virtual reality videogame and telepsychology. A case study illustration in an adolescent was 15-year-old Spanish boy hospitalized in the pediatric ward and prescribed dialysis is presented to provide some clinical evidence of the treatment’s strategic feasibility and efficacy for this population. Patient was pre, post, and follow-up assessed anxiety, affective, resilience, and avoidance. Space Academy is a virtual reality–based treatment with positive psychology and third-wave therapy components that consist in understanding the basic aspects of their disease, to promote emotional perception and regulation and promote and develop resilience. Results show good acceptability and feasibility, improved state and trait anxiety, resilience, and emotional competence in controlling behavior. The case illustration shows improvements in anxiety resilience and acceptance. The use of information and communication technologies in psychology is an advance in clinical and health care psychology.
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Zapolski, Tamika, Matthew C. Aalsma, Michelle Salyers, and Dennis Watson. "2272." Journal of Clinical and Translational Science 1, S1 (September 2017): 33. http://dx.doi.org/10.1017/cts.2017.124.
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OBJECTIVES/SPECIFIC AIMS: Engagement in risky behaviors is not uncommon among adolescents. Two factors associated with risk taking are difficulty regulating emotions and impulsivity. Moreover, youth who exhibit higher scores on impulsivity-like personality traits (ie, negative urgency, positive urgency, sensation seeking, lack of premeditation, and lack of perseverance) are at even heightened risk. An effective intervention decreasing risk-taking behavior among adolescent populations in clinical settings is Dialectical Behavioral Therapy for Adolescents (DBT-A), which teaches skills on emotion regulation, distress tolerance, and mindfulness. However, DBT-A has yet to be tested as an intervention for youth in a nonclinical setting. The current study aimed to fill this gap in the literature. METHODS/STUDY POPULATION: A 9-week DBT-A skills group was implemented in a public high school classroom (7th-8th graders; N=41) and an alternative high school for at risk youth (7th-12th graders; n=21). Of the 41 youth from the public high school classroom participated, with preintervention and postintervention data provided by 30 participants (retention of 73%). RESULTS/ANTICIPATED RESULTS: Results found a significant increase in mindfulness skills and marginally significant increase in emotion regulation skills. Although there was not an overall change in risky behavior among participants, those who were higher on lack of premeditation and positive urgency showed steeper improvements on the skills. The second study at the alternative high school is currently underway, with no current results to report. DISCUSSION/SIGNIFICANCE OF IMPACT: This study will demonstrate that DBT-A skills training is feasible in a school-based setting and shows promising preliminary evidence of decreasing risk of engagement in risky health behaviors among adolescents, particularly among high-risk youth.
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Yildirim, D., J. Vives, and S. Ballespí. "Individual differences in the experience of meta-mood and internalizing psychopathology." European Psychiatry 65, S1 (June 2022): S705. http://dx.doi.org/10.1192/j.eurpsy.2022.1815.
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Introduction Emotional competencies such as attention to emotion and emotional clarity have been extensively studied in the literature. Depending on the context, their role shows different patterns of association with emotion regulation and psychopathological states. Objectives In the current study, we aim to understand when and how attention to emotion and emotional clarity are related to the co-occurrence of anxiety and depression. Methods Data were collected on attention to emotion, emotional clarity, anxiety, and depression. A sample of 258 adolescents aged 12 to 18 years (M = 14.6, SD = 1.7, 54.5% girls) was examined to investigate the moderating role of attention to emotion and emotional clarity on the relationship between anxiety and depression after controlling for age, gender, and socioeconomic status. Results showed that high levels of attention to emotion and low levels of emotional clarity were associated with increased risk for anxiety and depression. Balanced levels of attention to emotion and emotional clarity were also associated with increased risk for anxiety and depression. However, low levels of attention to emotion and high levels of emotional clarity showed no statistically significant association with the occurrence of anxiety and depression. Conclusions Overall, this positive imbalance of low attention to emotion and high emotional clarity appears to be the most favorable emotional states for coping with internalizing problems, suggesting less harmful effects of attention to emotion. Disclosure No significant relationships.
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Rutter, Tara M., Jordan Skalisky, Hailey Caudle, Jaclyn T. Aldrich, and Amy H. Mezulis. "Brooding Concurrently and Prospectively Links Trait Positive and Negative Affect to Depressive Symptoms." Journal of Early Adolescence 40, no. 8 (December 9, 2019): 1121–41. http://dx.doi.org/10.1177/0272431619891249.
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Recent theory and evidence support an integrated affective-cognitive model of adolescent depressive symptoms in which temperament predicts the use of maladaptive cognitive emotion regulation (ER) strategies which, in turn, predict depressive symptoms. We concurrently and prospectively investigated whether two cognitive ER strategies (dampening and brooding) mediated the effect of trait positive and negative affect on adolescent depressive symptoms. Young adolescents (11-14 years old) completed questionnaires at baseline ( N = 150) and at a 4-month follow-up ( N = 126). Findings indicate brooding mediated the relationship between both positive and negative affect and depressive symptoms, both cross-sectionally and prospectively. Dampening yielded inconsistent results. This suggests brooding may be a unique mechanism from trait affect to depressive symptoms in late childhood to early adolescence.
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Colich, Natalie L., Eileen S. Williams, Tiffany C. Ho, Lucy S. King, Kathryn L. Humphreys, Alexandria N. Price, Sarah J. Ordaz, and Ian H. Gotlib. "The association between early life stress and prefrontal cortex activation during implicit emotion regulation is moderated by sex in early adolescence." Development and Psychopathology 29, no. 5 (November 22, 2017): 1851–64. http://dx.doi.org/10.1017/s0954579417001444.
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AbstractEarly life stress (ELS) is a significant risk factor for the emergence of internalizing problems in adolescence. Beginning in adolescence, females are twice as likely as males to experience internalizing disorders. The present study was designed to examine sex differences in the association between ELS and internalizing problems in early pubertal adolescents, and whether and how corticolimbic function and connectivity may underlie these associations. Fifty-nine early pubertal males and 78 early pubertal females, ages 9–13 years (all Tanner Stage 3 or below) underwent functional magnetic resonance imaging as they performed an emotion label task that robustly interrogates corticolimbic function. Participants were also interviewed about their experience of ELS. Females exhibited a positive association between ELS and internalizing problems, whereas males exhibited no such association. Whole-brain and amygdala region of interest analyses indicated that whereas females exhibited a positive association between ELS and the ventrolateral prefrontal cortex during implicit emotion regulation, males showed no such association. Activation in these regions was positively associated with internalizing problems in females but not males; however, activation in these regions did not mediate the association between ELS and internalizing problems. Finally, both boys and girls exhibited an association between ELS and increased negative connectivity between the right ventrolateral prefrontal cortex and bilateral amygdala. Using a carefully characterized sample of early pubertal adolescents, the current study highlights important sex differences in the development of corticolimbic circuitry during a critical period of brain development. These sex differences may play a significant role in subsequent risk for internalizing problems.
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Pautrat, Maxime, Antoine Le Guen, Servane Barrault, Aurélien Ribadier, Nicolas Ballon, Jean-Pierre Lebeau, and Paul Brunault. "Impulsivity as a Risk Factor for Addictive Disorder Severity during the COVID-19 Lockdown: Results from a Mixed Quantitative and Qualitative Study." International Journal of Environmental Research and Public Health 20, no. 1 (December 30, 2022): 705. http://dx.doi.org/10.3390/ijerph20010705.
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Interindividual differences in personality traits, especially impulsivity traits, are robust risk factors for addictive disorders. However, their impact on addictive disorders during the COVID-19 lockdown remains unknown. This study assessed patients being followed for addictive disorders before the lockdown. We aimed to determine whether impulsivity traits (i.e., negative- and positive urgency) were associated with addictive disorders severity during the lockdowns. We also explored the patients’ subjective experiences, focusing on high versus low impulsivity. The quantitative study assessed 44 outpatients consulting for addictive disorders, for impulsivity, emotion regulation, anxiety/depression, and their addictive disorder characteristics, using self-administered questionnaires. In the qualitative study, six patients from the quantitative study were assessed using guided interviews. We observed that higher negative and positive urgencies were associated with addictive disorder severity. The subjective experiences of patients during the lockdowns differed according to their emotion-related impulsivity: high versus low. Low impulsive patients used online technologies more effectively to maintain follow-up, with more positive reappraisal. In contrast, highly impulsive patients reverted more frequently to self-medication with substances and/or behaviors, more social isolation, and found coping with negative emotions more challenging. Overall, the patient’s ability to cope with stressful events, like the COVID-19 lockdown, depended on their emotion-related impulsivity.
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Tanesini, Alessandra. "Affective Polarisation and Emotional Distortions on Social Media." Royal Institute of Philosophy Supplement 92 (October 2022): 87–109. http://dx.doi.org/10.1017/s1358246122000261.
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AbstractIn this paper I argue that social networking sites (SNSs) are emotion technologies that promote a highly charged emotional environment where intrinsic emotion regulation is significantly weakened, and people's emotions are more strongly modulated by other people and by the technology itself. I show that these features of social media promote a simplistic emotional outlook which is an obstacle to the development and maintenance of virtue. In addition, I focus on the mechanisms that promote group-based anger and thus give rise to affective polarisation. In the final section, after a discussion of the positive value of some forms of anger, I argue that SNSs should not be designed to prohibit or suppress anger, but that its encouragement should also be avoided. I conclude with a suggestion about how this might be achieved.
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Muna, Salwa Mawaddati, Qori Ila Saidah, Dwi Ernawati, and Santhna Letchmi Panduragan. "Parenting Style and Emotional Regulation in Children with Intellectual Disability." Malaysian Journal of Nursing 14, no. 02 (2022): 117–23. http://dx.doi.org/10.31674/mjn.2022.v14i02.019.
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Background: Children with intellectual disability experience problems in emotional regulation. This is important for children to control their emotions to face pressure and difficulties in their life. Parenting style will affect children's ability to manage their emotions and have a positive impact on children's well-being and children's emotional regulation abilities. The purpose of this study was to analyze the relationship between parenting style and emotional regulation of children with intellectual disability. Methods: The research design used a cross sectional study. The sample in this study were children with intellectual disabilities and their parents as many as 32 of 35 children who were in special schools in Surabaya Indonesia were selected by simple random sampling. Parenting style were measured using the Parenting Styles and Dimensions Questionnaire (PSDQ) and emotional regulation was measured using the Emotional Regulation Questionnaire for Children and Adolescents (ERQ-CA) with the Spearman Rho analysis test. Results: Most parents apply authoritative parenting (81.3%). Meanwhile, the emotion regulation strategy is balanced between using cognitive reappraisal (53.1%) and expressive suppression strategies (46.9%). The relationship between parenting style and emotion regulation is quite strongly correlated (p value = 0.003, r = 0.509). Conclusion: Democratic parenting applied by parents towards intellectually disabled children makes children better in terms of emotional regulation abilities. Special attention and the role of parents in this case is the application of effective parenting is needed to help children regulate their emotions which will have an impact on life in the future.
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Ye, Wei. "The Atypical Emotional Processing in Bipolar Disorder and Relevant Interventions." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 169–74. http://dx.doi.org/10.54097/ehss.v8i.4244.
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Individuals with bipolar disorder (BD) demonstrate impaired functioning including cognitive deficits, neurological damage, and psychosocial dysfunction. Atypical emotional processing, the lack of normal functioning in identifying human emotions, is one of the most significant impairments observed in individuals with BD. Such abnormal emotional processing has different causes. Deficits in emotion perception and recognition can contribute to the impaired social functioning in separation or in combination, which can further impede social functioning. Both facial emotion recognition deficits (FERD) and alexithymia are proven to be powerful predictors of BD development. Relevant interventions including Mindfulness-Based Cognitive Therapy for Children (MBCT-C), Dialectical Behavior Therapy (DBT), and Positive emotion regulation (PRE) intervention are verified to be effective in treatment for BD patients with deficits in emotional processing. By examining recent literature, this review encapsulates the relationships between atypical emotion recognition and perception and impaired social functioning, the relationship between deficits in emotional processing and BD symptoms, and efficacy of the interventions focusing on mindfulness, presenting a more comprehensive understanding in this area. It can provide some guidance to the prevention and intervention studies and practices for at-risk adolescents.
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Greimel, Ellen, Lisa Feldmann, Charlotte Piechaczek, Frans Oort, Jürgen Bartling, Martin Schulte-Rüther, and Gerd Schulte-Körne. "Study protocol for a randomised-controlled study on emotion regulation training for adolescents with major depression: the KONNI study." BMJ Open 10, no. 9 (September 2020): e036093. http://dx.doi.org/10.1136/bmjopen-2019-036093.
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IntroductionMajor depression (MD) often has its onset during adolescence and is associated with significant morbidity and mortality. One important factor for the development and maintenance of adolescent MD are disturbances in emotion regulation and the underlying neural processes. Cognitive reappraisal (CR) is a particular adaptive emotion regulation strategy. Previously, it has been shown in healthy adults that a task-based training in CR is efficient to reduce negative affect, and that these effects translate into everyday life.This randomised controlled trial examines for the first time whether a task-based training in CR proves effective in MD adolescents. Specifically, we will investigate whether the CR training improves the ability to downregulate negative affect in MD individuals as assessed by behavioural and neurobiological indices, and whether training effects generalise outside the laboratory.Methods and analysisAdolescents with MD will be randomly allocated to a group that either receives a task-based training in CR or a control training. Both involve four training sessions over a time period of 2 weeks. In the CR training, participants will be instructed to downregulate negative affective responses to negative pictures via CR, while the control training involves picture viewing. During the training sessions, the Late Positive Potential, gaze fixations on negative picture aspects and affective responses to pictures will be collected. Before and after the training programmes, and at a 2-week follow-up, overall negative and positive affect, rumination and perceived stress will be assessed as primary outcomes. Analyses of variance will be conducted to test the effectiveness of the CR training with regard to both primary outcomes and task-based behavioural and neurobiological parameters.Ethics and disseminationThe study was approved by the Ethics Committee of the Medical Faculty of the LMU Munich, Germany. The results will be published in peer-reviewed journals and disseminated through conferences, social media and public events.Trial registration detailsClinicalTrials.gov NCT03957850, registered 21st May 2019; URL: https://clinicaltrials.gov/ct2/show/NCT03957850.
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Bréjard, V., A. Bonnet, and J. L. Pedinielli. "Depressive Symptoms and Emotion in Adolescence: A Developmental-Functionalist View." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70853-3.
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Adolescent depressive symptoms are recognized as having number of consequences on academic and social achievement (Glied & Pine, 2002). Many studies highlighted the specific implication of emotion regulation deficits to explain depression or affective disorders (Garnefski & Kraaij, 2006). Despite these findings, little studies focused on the relations between emotional deficits (such as low emotional awareness) and subjective emotional intensity in adolescent depressive symptoms. The aim of this study was to examine the relationships between emotion awareness as defined by Lane & Schwartz (1987), subjective emotional intensity, and depressive symptoms. We hypothesized that lack of emotional awareness associated to strong emotional intensity may explain depressive symptoms among adolescents.448 adolescents (age: 15.54 years 0.66) were administered the following self report questionnaires:•The Level of Emotional Awareness Scale (Lane & al. 1990).•The Differential Emotion Scale (Izard & al. 1991).•The Centre for Epidemiological Study Depression scale (Radloff, 1977).Statistical analysis shows significant negative correlations between emotional awareness and depression(r=-.23, p=.004), and positive correlations between subjective emotional intensity and depression r=.44, p< .0001). Moreover, multiple regressions revealed that level of emotional awareness (t= -4,75, β= -.20., p< .0001) and emotional intensity (t= 9,71, β=.41, p< .0001) were each related to depression in a significant model (R2=.25, F=48,01, p< .001). Lack of emotional awareness may lead to high level of subjective emotional intensity, and constitute a real vulnerability for affective disorders. This suggests that emotional awareness skills training could be an effective intervention for depressive symptoms at adolescence.
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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.
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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.
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Costa Martins, Mariana, Ana Filipa Santos, Marília Fernandes, and Manuela Veríssimo. "Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review." Children 8, no. 10 (October 14, 2021): 915. http://dx.doi.org/10.3390/children8100915.
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In recent years, the development of social and moral emotions (often associated to pro-social behaviors) has become the subject of increased research interest. However, the relation between these emotions and attachment is less studied. The present systematic literature review (PROSPERO: CRD42021247210) was designed to synthesize current empirical contributions that explore the link between attachment and the development of moral emotions (e.g., empathy, sympathy, altruism, and guilt) during childhood and adolescence. Article exclusion criteria included: studies with participants not living in natural contexts (e.g., institutionalized); studies on mental illness; qualitative research; research that does not reliably evaluate attachment or moral emotions; research on intervention programs; and non-peer-reviewed articles. Only 10 studies were found eligible. Results highlight a present focus on empathy and guilt and gaps regarding sympathy and altruism. The mediator role and positive effect of emotion regulation was noted. Significant positive correlations between attachment security and guilt, shame and forgiveness were emphasized. Limitations of the eligible studies included: representativeness of the participants; causality of the results; and the validity and significance of the instruments (e.g., lack of results reported by various parties involved). The present review aims to contribute to the understanding of an empathic, healthy development, in contrast to the alienation and bullying affecting the youth’s emotional, relational and academic lives.
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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.
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In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.
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Zuzama, Neus, Aina Fiol-Veny, Josep Roman-Juan, and Maria Balle. "Emotion Regulation Style and Daily Rumination: Potential Mediators between Affect and Both Depression and Anxiety during Adolescence." International Journal of Environmental Research and Public Health 17, no. 18 (September 11, 2020): 6614. http://dx.doi.org/10.3390/ijerph17186614.
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Adolescence is a vulnerable period for depressive and anxious symptom development, and emotion regulation (ER) may be one mechanism linking temperament—i.e., positive affect (PA) and negative affect (NA)—with such symptomatology. Rumination is a common ER strategy that is traditionally assessed using self-reported questionnaires, but it would also be interesting to examine it with an Ecological Momentary Assessment (EMA) approach. Sixty-five adolescents (Mage = 14.69; SDage = 0.82; range = 14–17 years old; 53.80% girls) completed self-report measures of temperament, ER style, depression and anxiety, and underwent an EMA to investigate rumination use. Results revealed that negative ER style and rumination use mediated the relationship between NA and depression, while only rumination use mediated the relationship between PA and depression. Moreover, NA contributed to increase anxiety, but negative ER style did not significantly mediate this relationship. Rumination use also had no effect on anxiety. This study provides further support for the relationship between temperament, ER, and internalizing problems. It seems that both a negative ER style and rumination use mediate the relationship between NA and depression whereas only NA had a significant direct effect on anxiety. Furthermore, PA buffered the effect of rumination use on depression in this study.