Emotion Regulation in Action: Use, Selection, and Success of Emotion Regulation in Adolescents' Daily Lives

Autor/inn/en	Lennarz, Hannah K.; Hollenstein, Tom; Lichtwarck-Aschoff, Anna; Kuntsche, Emmanuel; Granic, Isabela
Titel	Emotion Regulation in Action: Use, Selection, and Success of Emotion Regulation in Adolescents' Daily Lives
Quelle	In: International Journal of Behavioral Development, 43 (2019) 1, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lennarz, Hannah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025418755540
Schlagwörter	Emotional Response; Adolescents; Adolescent Attitudes; Middle School Students; High School Students; Psychological Patterns; Student Experience; Affective Behavior; Emotional Experience; Foreign Countries; Gender Differences; Negative Attitudes; Problem Solving; Well Being; Daily Living Skills; Netherlands + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Studienerfahrung; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Geschlechterkonflikt; Negative Fixierung; Problemlösen; Well-being; Wellness; Wohlbefinden; Alltagsfertigkeit; Niederlande
Abstract	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 (M[subscript age] = 13.91, SD[subscript age] = 0.95, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01