Artykuły w czasopismach na temat „Emotions in adolescence”
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Nook, Erik C., Stephanie F. Sasse, Hilary K. Lambert, Katie A. McLaughlin i Leah H. Somerville. "The Nonlinear Development of Emotion Differentiation: Granular Emotional Experience Is Low in Adolescence". Psychological Science 29, nr 8 (7.06.2018): 1346–57. http://dx.doi.org/10.1177/0956797618773357.
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People differ in how specifically they separate affective experiences into different emotion types—a skill called emotion differentiation or emotional granularity. Although increased emotion differentiation has been associated with positive mental health outcomes, little is known about its development. Participants ( N = 143) between the ages of 5 and 25 years completed a laboratory measure of negative emotion differentiation in which they rated how much a series of aversive images made them feel angry, disgusted, sad, scared, and upset. Emotion-differentiation scores were computed using intraclass correlations. Emotion differentiation followed a nonlinear developmental trajectory: It fell from childhood to adolescence and rose from adolescence to adulthood. Mediation analyses suggested that an increased tendency to report feeling emotions one at a time explained elevated emotion differentiation in childhood. Importantly, two other mediators (intensity of emotional experiences and scale use) did not explain this developmental trend. Hence, low emotion differentiation in adolescence may arise because adolescents have little experience conceptualizing co-occurring emotions.
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Costa, Henrique, Francisco Saavedra i Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence". Work 69, nr 1 (26.05.2021): 275–82. http://dx.doi.org/10.3233/wor-213476.
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BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures. RESULTS: Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small. CONCLUSIONS: Our study findings suggest the need and importance of implementing emotional education practices during adolescence.
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Margaretha, Jane, Naomi Soetikno i Meylisa Permata Sari. "THE EFFECT OF EMOTIONAL REGULATION ON RISK-TAKING BEHAVIOUR IN LATE ADOLESCENCE". International Journal of Application on Social Science and Humanities 1, nr 1 (20.02.2023): 613–20. http://dx.doi.org/10.24912/ijassh.v1i1.25918.
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Late adolescence is associated with a period of vulnerability to engage in risk-taking behaviour. Risk-taking behaviour in late adolescence can be in the form of drinking, smoking, risky sexual behaviour, and speeding on the streets. Risk-taking behaviour can have a negative impact on the physical and mental health of late adolescence. Late adolescence’s involvement in risk-taking behaviour can be caused by the limitations in controlling impulses and regulating their emotions. This study aims to determine whether emotional regulation has an influence on risk-taking behaviour in late adolescence. This research is a quantitative research using a non-probability sampling technique, namely purposive sampling by distributing the questionnaire online. Participants in this study consisted of 448 adolescents with an age range of 17-21 years. The measuring instrument used in this research are the Adolescence Risk-Taking Questionnaire (ARQ) from Gullone et al. (2000) and the Emotion Regulation Questionnaire (ERQ) from Gross and John (2003) which have been translated into Indonesian. The results of this study indicate that there is a significant negative effect between emotion regulation and risk-taking behaviour in late adolescence with a value of R2 = .314, F = 67.873, p = .000 < .05. These results indicate that the higher the emotional regulation of late adolescence, the lower the level of involvement in risk-taking behaviour.
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Doménech, Pablo, Ana M. Tur-Porcar i Vicenta Mestre-Escrivá. "Emotion Regulation and Self-Efficacy: The Mediating Role of Emotional Stability and Extraversion in Adolescence". Behavioral Sciences 14, nr 3 (4.03.2024): 206. http://dx.doi.org/10.3390/bs14030206.
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The feeling of emotional self-efficacy helps people understand how to handle positive and negative emotions. Emotion regulation is the process that helps people control their emotions so that they can adapt to the demands of the environment. This study has a twofold aim. First, it examines the relationships among emotion regulation, the personality traits of extraversion and emotional stability, and the feeling of emotional self-efficacy for positive and negative emotions in an adolescent population. Second, it examines the mediating role of personality traits (extraversion and emotional stability) in the relationship between emotion regulation and emotional self-efficacy for positive and negative emotions. The participants were 703 adolescents (49.9% male and 50.1% female) aged between 15 and 18 years (M = 15.86, SD = 0.30). Significant relationships were observed among emotion regulation, the personality traits of extraversion and emotional stability, and emotional self-efficacy for positive and negative emotions. The structural equation model confirmed the direct link between emotion regulation and emotional self-efficacy and mediation by the personality traits of extraversion and emotional stability. This study confirms that emotional self-efficacy is connected to the emotion regulation strategies that adolescents use. Effective emotion regulation encourages self-perception and emotional coping. The results are discussed in connection to previous research.
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MIČKOVÁ, ZUZANA. "ADOLESCENCE AND MANIFESTATION EMOTIONS IN THE FAMILY". AD ALTA: 05/01 5, nr 1 (30.06.2015): 55–58. http://dx.doi.org/10.33543/05015558.
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We have studied the expressiveness of the family in connection with expressing real emotions. We are interested in gender differences in positive and negative emotional expressiveness of adolescents. The research sample consists of high school students (N = 110, M = 46, F = 64, AM 19.3). We have used the Family Environment Scale (Hargašová, Kollárik, 1986), the scale of expressivity (Barchard, 2001). We have found that the low family expressiveness is associated with emotional expression outside the family, which means the lower degree of expressiveness in the family, the higher level of negative expressivity in an individual. Gender differences have shown that women perceive the possibility of expressing their emotion in the family more positive than men, but men reached a higher score for expressing emotions.
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Burnett, Stephanie, Geoffrey Bird, Jorge Moll, Chris Frith i Sarah-Jayne Blakemore. "Development during Adolescence of the Neural Processing of Social Emotion". Journal of Cognitive Neuroscience 21, nr 9 (wrzesień 2009): 1736–50. http://dx.doi.org/10.1162/jocn.2009.21121.
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In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10–18 years) and 10 adults (22–32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents.
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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, nr 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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Ribeiro, Sara Rezende Coutinho, i Naraiana de Oliveira Tavares. "Facial Emotion Recognition in Adolescence: A Systematic Review". International Journal of Psychology and Neuroscience 9, nr 3 (31.12.2023): 91–107. http://dx.doi.org/10.56769/ijpn09309.
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Abstract Background: The recognition of emotions in faces refers to the ability to identify, discriminate and analyze emotional states through facial expressions, which is of paramount importance for social interaction, as it allows evaluating and modulating knowledge, attitudes and values. The scientific literature shows that this ability appears primarily in babies and improves throughout the life cycle, however, there is still need for a clearer understanding of its development during adolescence. Objective: Investigate adolescent development in recognizing basic emotions through facial expressions. Methods: This article used the systematic review of scientific literature as a research method, related to development of the ability to recognize basic emotions in the face in adolescence. Results: The analysis of twelve selected articles revealed that: (1) there is an improvement in this ability during adolescence, but in a heterogeneous way in relation to basic emotions; (2) happiness is the emotion most easily identified by adolescents, whereas fear has less identification accuracy at this stage; (3) there is a female advantage, but there was no agreement on the influence of pubertal state. However, there was a notable variation in the sample and methods used in the experiments, which may explain the heterogeneity of the results. Conclusions: This review highlights the need for further exploration and the proposition of new studies and theoretical models to advance understanding in this area. Keywords: Recognition of emotions in faces; Development; Adolescence; Universal emotions; Facial perception; Systematic review.
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NIJLOVEANU, Dorina Maria. "THE MODERATOR ROLE OF DIFFICULTIES OF EMOTIONAL REGULATION IN THE RELATIONSHIP BETWEEN AGE AND THE INTENSITY OF POSITIVE EMOTIONS". ANTHROPOLOGICAL RESEARCHES AND STUDIES 13, nr 1 (2023): 240–49. http://dx.doi.org/10.26758/13.1.16.
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Objectives. Identifying aspects of the difficulties of emotional regulation (awareness and understanding of emotions, acceptance of emotions, the ability to control impulsive behavior and be in line with the desired goals in terms of negative experiences and the ability to flexibly use emotional regulation strategies in similar situations to correctly modulate emotional responses) and the force with which positive emotional experiences are lived in adolescence. Material and methods. The sample of this study was made up of 427 students aged between 15 and 18 years (Mage = 16.35, SD = .93), 136 male (Mage = 16.38, SD = .95), from which data have been collected by applying questionnaires aimed at self-reporting to different emotional situations using Difficulties in Emotion Regulation Scale (DERS) and Revised Emotional Intensity Scale (EIS-R). Results. The results shows the effect of the predictor (age) on the dependent variable (the intensity of positive emotions) at different levels of the moderator (average, low and high). Five of the six dimensions of emotional disorder have a moderator effect between age and the intensity of positive emotions (respectively: non-acceptance of emotional responses, difficulty in achieving objectiveoriented behaviors, limited access to emotional regulation strategies, lack of emotional clarity and difficulty in controlling impulse). Poor emotional awareness is the difficulty of emotional regulation that does not moderate the relationship. Conclusions. The results of the study emphasize those strategies of emotional regulation that specialists interested in developing in any programs or psychotherapeutic intervention techniques to consider with regard to adolescents. Keywords: adolescence, emotion regulation, intensity of positive emotions, age.
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Uink, Bep Norma, Kathryn Lynn Modecki i Bonnie L. Barber. "Disadvantaged youth report less negative emotion to minor stressors when with peers". International Journal of Behavioral Development 41, nr 1 (26.12.2016): 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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Carapeto, Maria João, Raquel Domingos i Guida Veiga. "Attachment and Depressive Symptoms in Adolescence: The Mediatory Role of Emotion Awareness". Behavioral Sciences 12, nr 10 (21.10.2022): 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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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου i 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, nr 1 (24.03.2021): 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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Leonte, Nicoleta, Ileana Drăgulin, Adrian Pricop, Liliana Becea, Ofelia Popescu i Mihaela Netolitzchi. "Research Regarding the Influences of the Human Motricity on the Emotional Intelligence". Applied Mechanics and Materials 555 (czerwiec 2014): 609–15. http://dx.doi.org/10.4028/www.scientific.net/amm.555.609.
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The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values (after Debesse, M. quoted by Epuran, M., Horghidan, V., 1994), being the period when the personality affirms and confirms its value. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female highschool adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practising sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilisation characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-Ons opinion (Mihaela Roco, 2004), emotional intelligence refers to being aware of ones own emotions, optimism, respect/consideration for ones own person, self-making, independence. The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the “elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values”, being the period when the personality affirms and confirms its value [1, 2]. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female high school adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practicing sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilization characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-On opinion, emotional intelligence refers to being aware of one’s own emotions, optimism, respect/consideration for one’s own person, self-making, independence [3].
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Kargina, Anastasia Evgenyevna, i Irina Stanislavovna Morozova. "Gender Differences in Parameters of Emotional Intelligence of Adolescents". Общество: социология, психология, педагогика, nr 9 (25.09.2020): 59–63. http://dx.doi.org/10.24158/spp.2020.9.10.
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The present study examines the results of an empir-ical research of gender differences in parameters of emotional intelligence of a person entering adoles-cence. The analysis of theoretical and empirical studies on this topic in the works of foreign and Russian scientists is given. There is described the essence of “emotional intelligence” as a set of char-acteristics that provide emotional regulation of ac-tivity. The data of foreign and Russian researchers determining the features of development of an emo-tional sphere of adolescents and the possibility of relief and prevention of negative personal experi-ences in adolescence are presented. It is established that specific manifestations of emotional intelli-gence of a person in adolescence are expressed in the following: low level of self-motivation, presence of trends in development of empathy, weak ability to understand your own emotions and emotions of others, desire to manage the emotions of people around. Gender differences in parameters of emo-tional intelligence of adolescents are determined. It is more typical for boys to understand and regulate their own emotions, while girls tend to understand and regulate emotions of others.
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Astutik, Windu, i Siti Kholifah. "Pelatihan Regulasi Emosi pada Remaja dalam Peningkatan Kemampuan Psikososial". Jurnal Pengabdian kepada Masyarakat Wahana Usada 5, nr 1 (30.06.2023): 31–36. http://dx.doi.org/10.47859/wuj.v5i1.314.
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Background: Rapid development in adolescence is often problematic psychologically. Youth need the intelligence and emotional capacity to manage emotions to deal with the developments taking place to find a positive identity. Purpose: to improve knowledge among students about intelligence and emotional exercise regulations emotion at teenagers. Methods: The mental health education about intelligence and emotional regulation emotion among teenagers at SMP Negeri 15 Loajanan Samarinda. Education and training should be conducted by direct interaction with 60 students in class with matter the introduction of emotion, emotional intelligence, and training emotion in adolescents. The activity was carried out in 3 sessions with the following activities: the first session which was opened by the opening ceremony of the vice principal and the student, continued with a second session topic on the introduction of emotion, emotional intelligence, and training emotion in adolescents, and the third session is closing. Results: The implementation of the activities went well and smoothly. The results obtained are the increasing knowledge and psychomotor teenager emotional intelligence and emotion regulation. Conclusion: After a course of health education for adolescents, Adolescent ability to get to know emotions, Emotional intelligence, and the way emotional regulations are increasing so it's expected to increase the superior generation that has optimal mental health.
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Oleś, Maria, i Mariusz Woźny. "Religiousness and cognitive emotion regulation strategies in adolescence". Journal for Perspectives of Economic Political and Social Integration 21, nr 1-2 (1.12.2015): 35–62. http://dx.doi.org/10.2478/pepsi-2015-0002.
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Abstract Human religiousness is a complex and multidimensional reality embedded in basic human needs and connected with people’s desires, anxieties, and hopes. The aim of the paper is to assess religiousness, considered in terms of meaning and cognitive emotion regulation strategies, in adolescents. The religious meaning system is a multidimensional construct encompassing convictions, beliefs, emotional connotations, and the rules of worship. In situations of negative events or unpleasant experiences, young people resort to various coping strategies. Cognitive emotion regulation strategies concern relatively stable conscious ways of regulating emotions, which consist in mentally handling the incoming information that evoke emotions. The study concerned young people aged 13 to 16 years (N = 130). Religiousness was assessed using D. Krok’s Religious Meaning System Questionnaire (RMSQ) and cognitive coping strategies were measured using the Cognitive Emotion Regulation Questionnaire (CERQ) by N. Garnefski and V. Kraaij. The results show that there are relations between religiousness, understood in terms of the young participants’ meaning system, and adaptive as well as maladaptive emotion regulation strategies. The results of the study are discussed in the light of theory and research.
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Nurany, Putri Nabhani, Maria Goretti Adiyanti i Zainudin Hassan. "Parental expressed emotions and depression among adolescents: The mediating role of emotion regulation". Psikohumaniora: Jurnal Penelitian Psikologi 7, nr 2 (24.10.2022): 195–210. http://dx.doi.org/10.21580/pjpp.v7i2.12556.
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Adolescence is a phase in life that is prone to depression. Depression in adolescents can be influenced by their family context, which can involve high parental expressed emotions and low emotion regulation among adolescents. This study aims to reveal the relationship between parental expressed emotion and adolescents’ depression, as mediated by emotional regulation in adolescents. The measuring instruments used are depression scales, the scale of adolescent emotional regulation and the scale of perceived parental expressed emotion. The participants were 212 adolescents who were identified using the purposive sampling technique. Analysis of the research data was made using simple mediation models with PROCESS. The results show a relationship between maternal expressed emotion and depression in adolescents, fully mediated by adolescent emotional regulation (BootLLCI = .030, BootULCI = .083, B = .055). There is also a relationship between fathers’ expressed emotion and depression in adolescents, partially mediated by adolescent emotional regulation (BootLLCI = .027, BootULCI = .073, B = .048). The results of the study could provide an alternative explanation of the dynamics of the relationships between fathers, mothers and adolescents. In addition, the findings emphasize the importance of adolescent emotion regulation.
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Spangler, Gottfried, i Peter Zimmermann. "Emotional and adrenocortical regulation in early adolescence". International Journal of Behavioral Development 38, nr 2 (3.02.2014): 142–54. http://dx.doi.org/10.1177/0165025414520808.
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The aim of the present study was to examine differences in emotion expression and emotion regulation in emotion-eliciting situations in early adolescence from a bio-psycho-social perspective, specifically investigating the influence of early mother-infant attachment and attachment disorganization on behavioural and adrenocortical responses. The sample consisted of 96 children of the Regensburg Longitudinal Study IV. At age 12 months, attachment security and disorganization were assessed in the Strange Situation. At age 12 years, the adolescents were observed together with their mother during a computer game (eliciting anger) and the “Talk Show Task” (eliciting fear). Analyses included self-ratings and mother-ratings of the adolescents’ emotions (anger and fear), observations of the adolescents’ emotional expression and emotional regulation (social regulation, effective regulation) as well as concurrent maternal emotional support. In addition, adrenocortical activity was assessed from saliva samples before and after observation. The findings revealed different patterns of social-emotional responses depending on early attachment security. Adolescents with secure infant attachment reported more anger, when anger was induced, were rated as less anxious by their mothers, and their emotion self-ratings were more similar to their mothers’ ratings compared to adolescents with an early insecure attachment. An increased adrenocortical response was only found in the group of adolescents with attachment disorganization in infancy, especially with increased fear.
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Leung, Man Chong, i Rebecca Y. M. Cheung. "Music engagement and well-being in Chinese adolescents: Emotional awareness, positive emotions, and negative emotions as mediating processes". Psychology of Music 48, nr 1 (25.07.2018): 105–19. http://dx.doi.org/10.1177/0305735618786421.
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The present study investigated the mediating processes of emotional awareness, positive emotions, and negative emotions between music engagement and well-being among Chinese adolescents. Through a process-oriented approach, the association between music engagement activities, including music listening, music instrument playing, and music training, and adolescents’ functioning were examined. A total of 1,318 Chinese adolescents at 12–15 years of age were recruited from secondary schools in Hong Kong. Findings based on structural equation modeling provided differential support for the association between music engagement and adolescents’ well-being. As cognitive and affective processes, both emotional awareness and emotions mediated between music training and well-being. Positive and negative emotions also mediated between music listening and adolescents’ well-being. Surprisingly, music instrument playing was not associated with emotional awareness, positive or negative emotions, or well-being. These findings supported previous frameworks and call attention to the emerging mechanisms underlying music engagement and well-being in adolescence.
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Mónaco, Estefanía, Konstanze Schoeps i Inmaculada Montoya-Castilla. "Attachment Styles and Well-Being in Adolescents: How Does Emotional Development Affect This Relationship?" International Journal of Environmental Research and Public Health 16, nr 14 (17.07.2019): 2554. http://dx.doi.org/10.3390/ijerph16142554.
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Attachment relationships with parents, as well as emotional competencies, are protective factors against stress and other physical, mental, and relational health symptoms in adolescence. In this paper, we will examine the mediating role of emotional competencies in the relationship between attachment to parents and the well-being of adolescents, taking into account the influence of gender. There were 1276 Spanish adolescents between 12 and 15 years old (M = 13.48; SD = 1.09). We measured mother and father attachment relationships (trust, communication and alienation), emotional competencies (perceive and understand emotions, label and express emotions, manage and regulate emotions), and adolescent well-being using the indicators: somatic complaints, stress, satisfaction with life and affectivity. Descriptive analyses, Pearson correlations, and a multi-group path analysis were performed. The results indicated that emotional competencies partially mediate the relationship between attachment to parents and well-being variables. Attachment to one’s mother and father, along with emotional competencies, are relevant variables in adolescent well-being. This highlights the importance of understanding the protective factors of well-being in adolescence, a time when levels of well-being are reduced compared to childhood.
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Nurfitria, Siti, i Iin Inayatul Machsunah. "Keterkaitan Alexithymia dengan Perilaku Agresif pada Remaja Laki-Laki". Proceedings of the ICECRS 2, nr 1 (28.07.2019): 89. http://dx.doi.org/10.21070/picecrs.v2i1.2411.
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In 2018, KPAI noted that 84% of students in Indonesia had experienced violence at school. The research conducted by Jannah (2018) on early adolescents at Surabaya A Junior High School revealed that 76% of students had hit, 66% had fought, 46% had damaged items when angry, 90% had been hostile, 84% were angry and indicated adolescents tend to be prone to aggressive behavior. Adolescents who are male have a tendency to behave aggressively higher when compared to women (Santrock, 2007). The development of impulsive aggression involves emotional processes (Teten et al, 2008). Emotional states during adolescence are characterized by unstable and turbulent emotions, so that the mood can change quickly. Teenagers are said to have reached emotional maturity if they do not "blow up" their emotions in front of other people but wait for a more appropriate time and place to express their emotions in ways that are more acceptable. Adolescents whose emotions mature provide stable emotional reactions, do not change from one emotion or mood to another. The difficulty of reacting to emotions is called alexithymia. According to Sadock & Virginia (2010), alexithymia is a person's inability to describe or have difficulty describing or being aware of his emotions or mood. Goleman (2017) states that emotional blindness will cause several disadvantages including aggressive behavior. Research shows that high alexithymia levels are associated with high aggressive behavior and impulsive behavior (Teten et al, 2008). Salminen et al. (1998) stated that men were more likely to be not expressive in conveying emotions so that the possibility of alexithymia occurring in men was more than women. Based on the theoretical study above, there is an association between alexithymia and aggressive behavior in male adolescents.
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Young, Katherine, Christina Sandman i Michelle Craske. "Positive and Negative Emotion Regulation in Adolescence: Links to Anxiety and Depression". Brain Sciences 9, nr 4 (29.03.2019): 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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Zimmermann, Peter, Markus A. Maier, Monika Winter i Klaus E. Grossmann. "Attachment and adolescents’ emotion regulation during a joint problem-solving task with a friend". International Journal of Behavioral Development 25, nr 4 (lipiec 2001): 331–43. http://dx.doi.org/10.1080/01650250143000157.
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This study looks at adolescents’ emotion regulation patterns during a joint problem-solving situation with a friend, based on data from a longitudinal study. Specifically concurrent attachment representation, as assessed by the Adult Attachment Interview and earlier infant-father and infant-mother attachment patterns, as assessed by the strange situation procedure are used as predictors. A total of 41 adolescents participated in a complex problem-solving situation with their friends and were videotaped during their work. Emotional expression and cooperative and uncooperative, disruptive behaviour were assessed from the videotapes. Each participant completed an emotion self-rating during the task. The results show that the concordance between the two levels of assessment of emotion relates to attachment representation for the emotions sadness and anger. Depending on the intensity of specific emotions, adolescents with insecure attachment representations showed more disruptive behaviours towards their friend. This was also true for adolescents with insecure infant-father attachment patterns. The findings suggest that attachment organisation in adolescence and infancy influences the balance between autonomous and cooperative problem solving between friends.
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Tittandi, Nindya Alifia. "Persepsi remaja terhadap perilaku emotional eating". Jurnal Psikologi Udayana 9, nr 1 (30.04.2022): 33. http://dx.doi.org/10.24843/jpu.2022.v09.i01.p04.
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Adolescence is a transitional period which is usually marked by significant emotional changes. Some teenagers still have difficulty coping with the emotions they are experiencing, so they choose to calm them down by eating. This can be known as emotional eating. However, many adolescents do not know and realize this behavior, which if done excessively can lead to overweight or even obesity. So through this research, we try to find out the extent of adolescent knowledge regarding emotional eating behavior. Our findings indicate that differences in school levels determine this knowledge, so that the provision of material related to eating disorders is not fully understood by adolescents. In fact, the prevention of obesity in adolescents is more effective if given since early adolescence, namely by including the curriculum in schools related to self-control and basic knowledge related to eating disorders and other disorders that generally begin to occur in adolescence.
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De Berardis, Domenico, Michele Fornaro, Laura Orsolini, Antonio Ventriglio, Federica Vellante i Massimo Di Giannantonio. "Emotional Dysregulation in Adolescents: Implications for the Development of Severe Psychiatric Disorders, Substance Abuse, and Suicidal Ideation and Behaviors". Brain Sciences 10, nr 9 (26.08.2020): 591. http://dx.doi.org/10.3390/brainsci10090591.
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Well-tuned emotional regulation is fundamental for human life and psychological well-being. Negative physiological emotions are counterbalanced by positive ones, and this equilibrium is the mainstay of human physiological affective states. However, this mechanism may sometimes become dysfunctional when negative emotions are not correctly counterbalanced, causing maladaptive behaviors, especially during adolescence. A very interesting review by Young et al. was recently published (Brain Sci.2019, 9(4), 76) and stimulated us to reflect on this topic. The screening for emotional disturbances and dysregulation in adolescents must be included in all the preventive and interventional programs aimed to achieve both physical and psychological well-being of the population and early intervention should be provided in order to avoid progression toward clinically relevant psychiatric disorders in late adolescence and adulthood.
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Gilchrist, Jenna D., Mahmood R. Gohari, Lizbeth Benson, Karen A. Patte i Scott T. Leatherdale. "Reciprocal associations between positive emotions and resilience predict flourishing among adolescents". Health Promotion and Chronic Disease Prevention in Canada 43, nr 7 (lipiec 2023): 313–20. http://dx.doi.org/10.24095/hpcdp.43.7.01.
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Introduction The broaden and build theory of positive emotions maintains that positive emotions serve to broaden individuals’ thoughts and behaviours, resulting in the accrual of resources (e.g. resilience) that catalyze upward spirals of well-being. However, there is a relative dearth of research examining the upward spiral hypothesis in the context of adolescence. Methods Adolescents (n = 4064) in participating Canadian high schools were surveyed annually for three years as part of the COMPASS study. Reciprocal associations between positive emotions and resilience were examined as predictors of flourishing. Results Adolescents who experienced positive emotions more frequently than usual reported higher levels of resilience one year later. Similarly, adolescents who had higher levels of resilience than usual reported more positive emotions the following year. Higher than usual levels of resilience and positive emotions positively predicted flourishing. Conclusion Positive emotions result in a cascade of beneficial outcomes including increased resilience and enhanced well-being, catalyzing an upward spiral towards flourishing. Opportunities to enhance positive emotions early on in adolescence may help build resources that can set students on the path towards increased well-being.
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Caprara, Gian Vittorio, Maria Gerbino, Marinella Paciello, Laura Di Giunta i Concetta Pastorelli. "Counteracting Depression and Delinquency in Late Adolescence". European Psychologist 15, nr 1 (styczeń 2010): 34–48. http://dx.doi.org/10.1027/1016-9040/a000004.
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A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.
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Harmalis, Harmalis, Farid Imam Kholidin i Inggrid Portuna Ningsih. "ANALISIS REGULASI EMOSI NEGATIF SISWA LAKI-LAKI". Indonesian Journal of Counseling and Development 5, nr 1 (1.07.2023): 57–66. http://dx.doi.org/10.32939/ijcd.v5i1.2634.
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Individuals when entering adolescence experience many changes psychologically and physiologically. One of the psychological changes that occur during adolescence is socio-emotional change, where adolescents have quite high emotional tension, such as the occurrence of several incidents of disputes, fights between students which indicates a lack of ability to regulate and control the negative emotions that exist in them. This study was intended to describe the ability to regulate the negative emotions of male students at MTS Siulak Gedang. Quantitative research with a descriptive quantitative approach was chosen in this study and questionnaires were used to obtain information from respondents. The results obtained are generally seen from the acquisition of the average indicator score, (1) Able to manage positive and negative emotions where this indicator obtains an average value of 2.95 which means it is included in the high category, (2) Able to realize and control emotions automatically, this indicator also gets an average value which is also included in the high category which is equal to 2.96 and in the last indicator (3) Being able to deal with stress from the problems encountered also gets high results, where in this indicator students get the average value of 3.04.
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Weissman, David G., Erik C. Nook, Aridenne A. Dews, Adam Bryant Miller, Hilary K. Lambert, Stephanie F. Sasse, Leah H. Somerville i Katie A. McLaughlin. "Low Emotional Awareness as a Transdiagnostic Mechanism Underlying Psychopathology in Adolescence". Clinical Psychological Science 8, nr 6 (22.07.2020): 971–88. http://dx.doi.org/10.1177/2167702620923649.
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The ability to identify and label one’s emotions is associated with effective emotion regulation, rendering emotional awareness important for mental health. We evaluated how emotional awareness was related to psychopathology and whether low emotional awareness was a transdiagnostic mechanism explaining the increase in psychopathology during the transition to adolescence and as a function of childhood trauma—specifically, violence exposure. In Study 1, children and adolescents ( N = 120, age range = 7–19 years) reported on emotional awareness and psychopathology. Emotional awareness was negatively associated with psychopathology (p-factor) and worsened across age in females but not males. In Study 2 ( N = 262, age range = 8–16 years), we replicated these findings and demonstrated longitudinally that low emotional awareness mediated increases in p-factor as a function of age in females and violence exposure. These findings indicate that low emotional awareness may be a transdiagnostic mechanism linking adolescent development, sex, and trauma with the emergence of psychopathology.
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Rani, Rachna, i Sarita Rani. "Role of Yoga and Meditation in Negative Emotion among Adolescents: A Review". Shanlax International Journal of Arts, Science and Humanities 9, nr 3 (1.01.2022): 111–14. http://dx.doi.org/10.34293/sijash.v9i3.4497.
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Adolescence is the period of transition from childhood to adulthood wherein rapid and significant physical and emotional changes take place. Besides these changes, adolescents experience an increase in pressure from all spheres of life, such as unemployment, high-level competition, adjustments in families, etc. They experience negative feelings and find it difficult to adjust to life. These emotional changes may result in increased conflict and challenges among adolescents. They are more sensitive to their emotions and show strong feelings and intense emotions at this time. The main objective of this present review is to explore the impact of yoga on managing negative emotions among adolescents. The research available in the past describes yoga as a kind of exercise which is related to the mind and body. It is also shown thatone’s psychological experience is influenced by one’s physiological state, attitudes, and thoughts. Research has documented that the main objective of yoga is to control the process of thoughts and emotions, and it thus enables the individual to encounter pleasurable and painful situations with calm.
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Winata, Efan Yudha, i Desy Pratiwi. "DINAMIKA EMOSI REMAJA KETERGANTUNGAN GAME ONLINE". KAGANGA KOMUNIKA: Journal of Communication Science 5, nr 1 (30.05.2023): 58–66. http://dx.doi.org/10.36761/kagangakomunika.v5i1.2687.
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Online game addiction is a type of addiction resulting from high activity in playing online games which can be accessed via smartphones and supported by internet technology. This research is a study using qualitative methods that aims to describe the emotions of adolescents who are addicted to online games. Participants in this study were determined based on the screening results of the Game Addict Screening Score scale to measure the level of addiction to playing online games and obtained 2 research participants with the initials NU (17 years) and AN (22 years). The results showed that the two study participants were included in the online game addiction criteria and had several negative emotional aspects that were located in the cognitive minds of both of them. The two study participants The two study participants had almost the same emotional picture, namely they tended to express their emotions more with negative words . This affects the emotional state of the two research participants in everyday life, where the two research participants have different emotional controls in solving a problem. Based on the results of research on the two research participants, the level of emotion experienced increases when neither of them gets satisfaction in getting what they want. Furthermore, another impact of online game addiction on emotions does not only affect playing games but also affects social life. Keywords: Adolescence, Emotions, Addictions, Online Games
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Risnawati, Erna, Ratri Kartiningtyas i Fatma Nur Aqmarina. "“Let Your Stress Go and Be the Winner!” Pelatihan Manajemen Stres Bagi Siswa dalam Menhadapi Ujian". Jurnal Abdi Masyarakat (JAM) 8, nr 2 (6.04.2023): 149. http://dx.doi.org/10.22441/jam.v8i2.16914.
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Adolescence is a time when individuals develop their ideal self that they will achieve in the future. A teenager begins to think abstractly and has various hopes in the future or achieves goals. In an effort to achieve this dream, teenagers are required to take various school exams such as the UN, SBMPTN, UTBK, etc. Unfortunately, teenagers often feel pressured and stressed when facing these various tests which have an impact on psychological health. Often we find teenagers who have "lost" mentally before facing the real school exam. This happens because of unstable emotional conditions in adolescence, low ability to regulate emotions, lack of support from the environment to support adolescents not only in cognitive aspects but also in emotional aspects. When teenagers are able to regulate emotions by doing a good stress management, it will increasingly support teenagers in reaching their goals and future with more focus and calm in facing exams.
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Malonda-Vidal, Elisabeth, Paula Samper-García, Anna Llorca-Mestre, Roger Muñoz-Navarro i Vicenta Mestre-Escrivá. "Traditional Masculinity and Aggression in Adolescence: Its Relationship with Emotional Processes". International Journal of Environmental Research and Public Health 18, nr 18 (17.09.2021): 9802. http://dx.doi.org/10.3390/ijerph18189802.
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Traditional masculinity includes norms that encourage many of the aggressive behaviors whereas traditional femininity emphasizes aggression very little. In addition, the lack of emotional regulation as well as a poor impulse control have been related to aggression and, in particular, with reactive and proactive aggression. The objective of this study is to examine the role of gender stereotypes (masculinity/femininity) in reactive and proactive aggression, through regulatory emotional self-efficacy and emotion regulation. A total of 390 adolescents participated in a longitudinal study in Valencia, Spain. Structural equations modeling (SEM) was employed to explore a two-wave longitudinal model. The results show that femininity relates to reactive aggression through regulatory emotional self-efficacy and emotion regulation. This way, both emotional self-efficacy and emotional regulation mediate the relation between femininity and reactive aggression. Furthermore, reactive and proactive aggression relate positively and directly to masculinity and negatively to femininity. Therefore, violence prevention programs with adolescents should incorporate information to break down gender stereotypes and promote strategies to manage emotions. Such efforts may be helpful to reduce aggressive behaviors and violence.
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Yin, Yiming. "Development and Influencing Factors of Adolescents' Cognitive Understanding of Emotional Expression Rules". Journal of Education, Humanities and Social Sciences 29 (19.04.2024): 296–300. http://dx.doi.org/10.54097/0nafn761.
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Emotional expression rules refer to the behavioral norms acquired within specific socio-cultural contexts, guiding how emotions are expressed, recognized, and understood. During adolescence, the ability to express and regulate emotions is particularly crucial, as it not only impacts individual psychological health but is also intimately connected with interpersonal interactions, academic performance, and future career development. However, adolescents are in a period of rapid physical and psychological change, facing a relatively greater number of emotional issues and challenges. The development and influencing factors of adolescents' cognitive understanding of emotional expression rules are complex and multifaceted processes. Various factors, including physiological, familial, and educational elements, influence adolescents' understanding of emotional expression rules in different ways. This research aims to highlight the importance of adolescents' cognitive understanding of emotional expression rules and explore the interaction between various influencing factors and their specific impact on adolescents. It is hoped that this study can provide theoretical foundations and practical guidance for emotional education and psychological health interventions for adolescents, assisting them in better coping with emotional challenges in life and promoting their holistic health and development.
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Quintana-Orts, Cirenia, Sergio Mérida-López, Lourdes Rey i Natalio Extremera. "A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?" European Journal of Investigation in Health, Psychology and Education 11, nr 3 (9.07.2021): 711–25. http://dx.doi.org/10.3390/ejihpe11030051.
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Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.
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Krettenauer, Tobias, Jens B. Asendorpf i Gertrud Nunner-Winkler. "Moral emotion attributions and personality traits as long-term predictors of antisocial conduct in early adulthood". International Journal of Behavioral Development 37, nr 3 (25.02.2013): 192–201. http://dx.doi.org/10.1177/0165025412472409.
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The study investigated long-term relations between moral emotion attributions in childhood and adolescence and antisocial conduct in early adulthood while taking into account potentially confounding personality factors. Specifically, onset of prediction, unique and indirect effects of moral emotion attributions were examined. In a longitudinal study of 143 children (67 females), measures of moral emotion attributions, conscientiousness and agreeableness were obtained at the ages of 4–7, 11–12, 18 and 23 years. Antisocial conduct was assessed at the age of 23 years. Moral emotion attributions predicted antisocial behavior not before late adolescence. This effect was independent of conscientiousness and agreeableness. Moreover, moral emotion attributions indirectly contributed to the prediction of antisocial conduct by predicting change in conscientiousness. Overall, findings suggest that the emotions adolescents anticipate in the context of (im)moral actions contribute to development of antisocial conduct independently of personality traits.
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Zimmermann, Peter, i Alexandra Iwanski. "Emotion regulation from early adolescence to emerging adulthood and middle adulthood". International Journal of Behavioral Development 38, nr 2 (23.01.2014): 182–94. http://dx.doi.org/10.1177/0165025413515405.
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Despite the growing research on emotion regulation, the empirical evidence for normative age-related emotion regulation patterns is rather divergent. From a life-span perspective, normative age changes in emotion regulation may be more salient applying the same methodological approach on a broad age range examining both growth and decline during development. In addition, emotion-specific developmental patterns might show differential developmental trends. The present study examined age differences in seven emotion regulation strategies from early adolescence (age 11) to middle adulthood (age 50) for the three emotions of sadness, fear, and anger. The results showed specific developmental changes in the use of emotion regulation strategies for each of the three emotions. In addition, results suggest age-specific increases and decreases in many emotion regulation strategies, with a general trend to increasing adaptive emotion regulation. Specifically, middle adolescence shows the smallest emotion regulation strategy repertoire. Gender differences appeared for most emotion regulation strategies. The findings suggest that the development of emotion regulation should be studied in an emotion-specific manner, as a perspective solely on general emotion regulation either under- or overestimates existing emotion-specific developmental changes.
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Demmrich, Sarah, i Uwe Wolfradt. "Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation". Journal of Empirical Theology 31, nr 2 (21.11.2018): 217–38. http://dx.doi.org/10.1163/15709256-12341373.
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Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.
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Di Vito, Paola, Luca Cerniglia i Silvia Cimino. "Psychological Functioning, Defense Strategies and the Contribution of Perceived Family Collaboration in Adolescents Who Experienced Multiple Motor Vehicle Crashes: A Descriptive Study". International Journal of Environmental Research and Public Health 19, nr 15 (2.08.2022): 9448. http://dx.doi.org/10.3390/ijerph19159448.
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Adolescents frequently experience motor vehicle collisions (MVCs). Research has mostly underlined the psychological outcomes, rather than adolescents’ general emotional–behavioral functioning and the role played by family. This study aims to explore the emotional–behavioral functioning, measured with the Youth Self Report (YSR), difficulties to identify and describe emotions, measured with the Toronto Alexithymia Scale (TAS-20), the use of defense strategies, measured with the Response Evaluation Measure for Youth (REM-71), and perceived family collaboration, measured with the Perceived Collective Family scale, in adolescents that have experienced more than three MVCs in a year. N = 150 adolescents who visited an emergency department for MVCs were assessed through self-report questionnaires. Adolescents showed difficulties to identify and describe their emotions and a massive use of defense strategies. Moreover, lower perceived family collaboration predicted adolescents’ alexithymic traits and the massive use of maladaptive defense strategies. These results may be useful in assessing and creating prevention programs for risky driving behaviors in adolescence.
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Lennarz, Hannah K., Tom Hollenstein, Anna Lichtwarck-Aschoff, Emmanuel Kuntsche i Isabela Granic. "Emotion regulation in action: Use, selection, and success of emotion regulation in adolescents’ daily lives". International Journal of Behavioral Development 43, nr 1 (5.02.2018): 1–11. http://dx.doi.org/10.1177/0165025418755540.
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Successful emotion regulation (ER) is a central aspect of psychosocial functioning and mental health and is thought to improve and be refined in adolescence. Past research on ER has mainly focused on one-time measurements of habitual ER. Linking regulatory strategies to emotions in daily lives is key to understanding adolescents’ emotional lives. Using an Experience Sampling Method with 78 adolescents ( Mage = 13.91, SDage = .95, 66% girls), we investigated the use, selection, and success in down-regulating negative emotions of eight ER strategies across 44 assessments. Acceptance was the strategy employed most often followed by problem-solving, rumination, distraction, avoidance, reappraisal, social support, and suppression. Interestingly, negativity of the event influenced the use of ER strategies: With low intensity negative emotions, acceptance was more likely to be used, and with high intensity negative emotions, suppression, problem-solving, distraction, avoidance, social support, and rumination were more likely to be used. With regard to success, multilevel models revealed that problem-solving, reappraisal, and acceptance were more successful in down-regulating negative emotions than rumination. Further, among girls, no relations between the momentary use of ER strategies and depressive symptoms was found. Among boys, a negative relation between acceptance and depressive symptoms emerged. Results from this study suggest that there is a reciprocal relationship between the intensity of negative emotions and ER strategies and that gender differences may exist. Taken together, this study showed which ER strategies are used by a healthy adolescent sample, and these results are discussed with regard to their theoretical and practical importance.
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Flannery, Daniel J. "Affective Expression and Emotions in Early Adolescence". Journal of Early Adolescence 13, nr 4 (listopad 1993): 356–60. http://dx.doi.org/10.1177/0272431693013004001.
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Beijers, Roseriet, Marta Miragall, Yvonne van den Berg, Hanna Konttinen i Tatjana van Strien. "Parent–Infant Attachment Insecurity and Emotional Eating in Adolescence: Mediation through Emotion Suppression and Alexithymia". Nutrients 13, nr 5 (14.05.2021): 1662. http://dx.doi.org/10.3390/nu13051662.
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Emotional eating (EE), the propensity to eat in response to emotions, is thought to have its origins in the early parent–infant relationship. This study tested the hypothesis that infant attachment insecurity results in EE in adolescence through the increased use of the emotion regulation strategy suppression of emotions and subsequent alexithymia. At the age of 15 months, parent–infant attachment security (n = 129) was observed with two abbreviated attachment measures: the shortened strange situation procedure (SSSP), and the shortened attachment Q-set (S-AQS). At the age of 12 years, children completed self-report questionnaires to assess the suppression of emotions, alexithymia, and EE. At the age of 16 years, EE was measured again. The mediation models indicated that lower parent–infant attachment security predicted increased use of suppression of emotions, which was related to increased alexithymia, and in turn more EE at the age of 12 years. These results were similar and significant for both attachment measures, and also (marginal) significant with EE at the age of 16 years as an outcome. Lastly, when parental caregiving quality was included, the models with the SSSP as predictor remained significant, but the models with the S-AQS became insignificant. These results indicated that to a certain extent, infant attachment security could predict adolescent EE above and beyond parental caregiving quality.
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Said, Ratna, Suryanti Suryanti i Junaidi Junaidi. "Penyuluhan Manajemen Kecerdasan Emosional Anak bagi Orang Tua di Sekolah Indonesia Kuala Lumpur Malaysia : Kolaborasi Pengabdian Internasional". Jurnal Pengabdian UNDIKMA 5, nr 2 (15.05.2024): 256. http://dx.doi.org/10.33394/jpu.v5i2.10998.
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This community service activity aims to increase parents' understanding of managing children's emotional intelligence during their growth period towards adolescence at the Kuala Lumpur Indonesian School (SIKL) in Malaysia. The method of implementing the service used interactive counselling, with the target being 30 parents of children at the Kuala Lumpur Indonesian School. The stages of this activity included initial needs analysis, preparation, implementation coordination, activity evaluation, and data analyzed descriptively. The results of this service activity showed that the level of parental understanding in children's emotional management increased significantly; this is proven by data on the level of parental understanding before counseling was carried out as follows: a) 6% understand how to manage emotions; b) 60.8% do not understand how to manage emotions; and c) 34.2% understand some of the emotion management. After carrying out the counseling, the following results were obtained: a) 56.7% knew and understood how to manage emotions; b) 6.7% did not understand how to manage emotions; and c) 36.6% understood some of emotion management. From these data, it can be concluded that parents' understanding of managing emotional intelligence in children has increased to 56.70%.
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Rogier, G., C. Petrocchi, M. D’aguanno i P. Velotti. "Self-harm and Attachment in Adolescents: What is the Role of Emotion Dysregulation?" European Psychiatry 41, S1 (kwiecień 2017): S222. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2214.
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IntroductionSelf-harm typically occurs in adolescence and has been conceptualized as a dysfunctional strategy to regulate intense negative emotions. Furthermore, empirical literature outlines that self-harmers are more prone to have an insecure attachment style. Moreover, the link between quality of attachment and capacity to regulate emotions has been theoretically and empirically supported.ObjectiveTo examine the associations between attachment style, self-harm behaviors and emotion dysregulation among a sample of adolescents. The sample consisted of 740 adolescents aged between 13 and 19 years (mean age = 16.70, SD = 0.91).AimsTo explore the nature of different pathways by which insecure attachment leads to self-harm behaviors.ResultsAs expected, insecure attachment and emotion dysregulation were positively associated with self-harm behaviors. Moreover, emotion dysregulation mediated the link between attachment styles and self-harm. Specific pathways between types of insecure attachment dimension of emotion dysregulation and self-harm behaviors emerged.ConclusionsSuch results confirm the theorization of self-harm behaviors as a dysfunctional strategy to regulate emotions. Moreover, such emotion dysregulation in self-harmers seem to be connected to insecure attachment. Depending on the subtype of insecure attachment, specific dimensions of emotion dysregulation seem to be involved in self-harm behavior, suggesting interesting clinical implications.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Estévez, Estefanía, i Teresa I. Jiménez. "VIOLENCIA EN ADOLESCENTES Y REGULACIÓN EMOCIONAL". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, nr 1 (22.10.2017): 97. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.922.
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Abstract.VIOLENCE IN ADOLESCENTS AND EMOTIONAL REGULATIONAggression towards peers is a problem with an important presence in the secondary classrooms in most of the countries of the world, and that interferes notably in the process of teaching / learning and in the development of those involved, with consequences always negative for their wellbeing, psychological health and social relations. In the last decades, there has been a significant increase in the importance given to the management of emotion, in what has come to be called the affection revolution, a line of research that comes to emphasize that the presence of behavioral and psychopathological alterations is not so much related to excessive negative or positive emotion, but rather to the poor ability to regulate that emotion in a way that is healthy and facilitates adjustment to demands. In relation to aggression and victimization in children and adolescents, there are hardly any studies that analyze the role of emotional regulation in explaining these problems. In the present research we analyze the emotional regulation in adolescents involved in acts of school violence, both as aggressors and victims, taking as a model the theoretical approach that has the greatest theoretical and empirical solidity in relation to the regulation of emotions and, in particular, to the emotional intelligence, proposed by Mayer and Salovey in 1997. According to this model, emotional intelligence is the set of four abilities that we examine in the present work: 1) emotional perception: ability to perceive own and others’ emotions; 2) emotional assimilation: ability to generate, use and feel emotions to communicate feelings; 3) emotional understanding: ability to understand information of an emotional nature; and 4) emotional regulation: ability to be open to feelings, monitor and alter them in order to facilitate personal growth.Key words: adolescence, violence, victimization, school, emotional regulationResumen.La violencia entre iguales es un problema con una presencia importante en las aulas de secundaria en la mayor parte de los países del mundo, y que interfiere notablemente en el proceso deenseñanza/aprendizaje y en el desarrollo evolutivo de los implicados, con consecuencias siempre negativas para su bienestar, salud psicológica y relaciones sociales. En las últimas décadas, se ha producido un incremento importante en la importancia dada al manejo de la emoción, en lo que se ha venido a denominar la revolución del afecto, una línea de investigación que viene a destacar que la presencia de alteraciones conductuales y psicopatológicas no está tan relacionada con una excesiva emoción negativa o positiva, sino con la escasa habilidad para regular dicha emoción de manera que resulte saludable y facilite el ajuste a las demandas. En relación con la agresión y la victimización en niños y adolescentes, no existen apenas estudios que analicen el rol de la regulación emocional en la explicación de estos problemas. En la presente investigación analizamos la regulación emocional en adolescentes implicados en actos de violencia escolar, tanto como agresores como víctimas, tomando como modelo el enfoque teórico que mayor solidez teórica y empírica presenta en relación a la regulación de las emociones y, en particular, a la inteligencia emocional, propuesto por Mayer y Salovey en 1997. Según este modelo, la inteligencia emocional es el conjunto de cuatro habilidades que examinamos en el presente trabajo: 1) percepción emocional: habilidad de percibir emociones propias y de otros; 2) asimilación emocional: habilidad de generar, usar y sentir las emociones para comunicar sentimientos; 3) comprensión emocional: habilidad de entender información de tipo emocional; y 4) regulación emocional: habilidad de estar abierto a los sentimientos, vigilarlos y alterarlos con el objetivo de facilitar el crecimiento personal.Palabras clave: adolescencia, violencia, victimización, escuela, regulación emocional
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Collantes, Leonel Hernandez, Fajar Ananda Saputra, Putri Riadatus Solikhah, Trisna Chandra Laksana, Novan Kuncoro Yakti i Jecksoniel Tipagau. "Cyberbullying Body-Shaming Levels in Adolescence". Bulletin of Social Informatics Theory and Application 6, nr 2 (30.12.2022): 111–19. http://dx.doi.org/10.31763/businta.v6i2.603.
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Social media is a medium that teenagers very often use. Interaction media that users can use to easily interact, share, and social network without limits. The development of this social media can cause many impacts. This media will also have a harmful impact if used excessively. These problems arise in individuals who use the internet excessively, such as playing online games outside the limits of teaching to cause behavioral changes such as rudeness and aggression. Besides that, problems in the cyber world are commonly called cyberbullying. In addition, social media users easily express and publish their emotions and thoughts, including negative thoughts and emotions for others. The impact of this is the occurrence of bullying on social media. Cyberbullying, or cyber bullying, is a negotiation act that occurs and uses cyber media. Bullying often occurs through insults, threats, and humiliation on social media and text messages. The form of insult in cyberbullying is by bullying someone's physical appearance or better known as body shaming. Body shaming is a form of verbal emotional violence often not realized by the perpetrator because it is generally considered normal. Someone doing body shaming varies, from lighting the atmosphere, having fun, and inviting laughter to have reasons meant to insult
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Malooly, Ashley M., Kaitlin M. Flannery i Christine McCauley Ohannessian. "Coping mediates the association between gender and depressive symptomatology in adolescence". International Journal of Behavioral Development 41, nr 2 (10.07.2016): 185–97. http://dx.doi.org/10.1177/0165025415616202.
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Previous studies have found evidence for gender and racial/ethnic differences in depressive symptoms in adolescence; however, the mechanisms driving this relationship are poorly understood. The goal of this study was to examine the role of individual differences in dispositional coping in the relationships between gender and depressive symptomatology, and race/ethnicity and depressive symptomatology. Surveys were administered to 905 15- and 17-year-old adolescents (mean age 16.10, SD = .67; 54% girls, n = 485) in the spring of 2007, 2008, and 2009. Girls reported more depressive symptomatology than boys and endorsed a greater disposition for the following coping strategies in comparison to boys: emotional social support, instrumental social support, and venting emotions. When race/ethnicity was examined, African-American adolescents reported a greater tendency toward using religious coping than Caucasian and Hispanic adolescents. Dispositional coping preferences also were found to mediate the relationships between gender and depressive symptomatology. These findings indicated that a preference for venting emotions may be particularly problematic when endorsed by girls, whereas instrumental social support may be particularly helpful for girls.
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Cook, Emily C. "Affective and physiological synchrony in friendships during late adolescence". Journal of Social and Personal Relationships 37, nr 4 (6.01.2020): 1296–316. http://dx.doi.org/10.1177/0265407519895106.
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Dyadic synchrony within friendships examines the reciprocal exchange that may unfold between friends, such that the individuals within the dyad may share their emotions in response to or in anticipation of another’s emotions. Researchers have not examined synchrony in response to a stressor in late adolescents’ friendship dyads. This is surprising given the important role of friends in shaping social and emotional development. The current study examined affective and physiological synchrony within 50 college students who were in the developmental period of late adolescence (70% female, M age = 18.85, SD = 0.80) and observed friendship characteristics (friendship quality and negative escalation) that might strengthen synchrony associations. Results suggested that friends shared negative and positive affect, cortisol, and salivary alpha amylase (sAA) responses across a laboratory paradigm designed to induce interpersonal stress. Characteristics associated with lower quality friendships were found to strengthen synchrony associations for sAA and cortisol responses. These findings extend previous research on the ways in which friends may be similar to one another and suggest potential interventions to strengthen social and emotional development.
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Vovchenko, Olha A. "SPECIFICS OF THE CRISIS OF ADOLESCENCE PERSONS WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT". Scientific Notes of Ostroh Academy National University: Psychology Series 1, nr 13 (24.06.2021): 30–38. http://dx.doi.org/10.25264/2415-7384-2021-13-30-38.
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The article outlines the psychological features of the age period, which is determined by the scientific category as an “adolescent crisis”. The problem of the adolescent crisis has been revealed in people with intellectual disabilities. The importance and relevance of the study is revealed first, due to the difficulties of adolescence: its dynamism, ambiguity, lack of emotional stability of the individual; secondly, due to the specifics of personality formation with intellectual disabilities; thirdly, the need to further develop effective psychological support for adolescents with intellectual disabilities. The aim of the article was to study and experimentally test the specifics of the emotional crisis of adolescence in people with intellectual disabilities. The purpose was provided by solving the following tasks: stating the peculiarities of the adolescent crisis in people with intellectual disabilities; determining the state of formation of “I-concept” and “self-image” of adolescents with intellectual disabilities; establishing the specifics of behavioral reactions and interaction of the adolescent with others (peers, the elderly) in conditions of experiencing an age crisis. Moreover, the author conducted a psychological testing procedure to study the peculiarities of the formation of the personality of a teenager with intellectual disabilities during the age crisis (adolescent crisis). M. Kuhn’s psychological testing method “Who am I?”, T. Leary’s method of diagnostics of interpersonal relations were used; conversations, observations. The purpose of using these techniques was to determine the self-image, self-presentation, self-perception and self-esteem of adolescents with intellectual disabilities. According to the results of the study, it was found that adolescents with intellectual disabilities have a process of self-knowledge and understanding of their own “I”, internal mental acts and states are underdeveloped or absent. This complicates the process of experiencing an adolescent’s crisis. As evidenced by the low level of recognition and differentiation of emotions, emotional awareness, management of their own emotions. Also critical are difficulties with the adequate expression of emotions in accordance with the situation that determines them, in particular with the manifestation and control of anger, rage, aggression and other. The further directions of research of formation of the person with infringements of intellectual development in adolescent age are outlined.
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Dixius, Andrea, i Eva Möhler. "Effects of a Standardized DBT—A Program on Identity Development in Adolescents". Brain Sciences 13, nr 9 (15.09.2023): 1328. http://dx.doi.org/10.3390/brainsci13091328.
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Background: Identity diffusion plays a central role in the onset of borderline personality disorders. Dialectical Behavioral Therapy for Adolescents (DBT-A) is a treatment program for adolescents with emotional instability and dysregulation. The interest of this study is to examine the potential effects of a standardized and certified DBT-A therapy program on the identity development of adolescents in an inpatient setting. Methods: A total of 138 adolescents aged 13 to 18 years with symptoms of severe emotional instability were assessed before and after a certified and standardized 12-week in-patient DBT-A program targeting emotional regulation with the following standardized instruments: the Assessment of Identity Development in Adolescence (AIDA), Scale of the Experience of Emotions (SEE), and Symptom Checklist (SCL-90-R). Results: The results indicate a significant change in identity development, emotion regulation, and general symptoms of psychopathology after treatment with DBT-A. Conclusions: In this large sample of adolescents, DBT-A significantly improved identity development and reduced identity diffusion, however, without a treatment-as-usual control group as a limitation. Nevertheless, our results may become clinically relevant for the prevention of chronic impairment in emotionally unstable adolescents.