Emotion regulation in adolescents: Influences of internal representations of relationships – An ERP study

Desatnik, Alex; Bel-Bahar, Tarik; Taylor, Lucy; Nolte, Tobias; Crowley, Michael J.; Fonagy, Peter; Fearon, Pasco

doi:10.1016/j.ijpsycho.2020.11.010

Cited by 14 publications

(10 citation statements)

References 115 publications

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“…This condition can be explained considering that in this stage of the vital cycle, the adolescent faces a de-regulatory and critical period, a conflictive school stage due to puberty, which involves gaining control and independence. As a result, adolescents might feel anonymous and disconnected, despite the effort put during these transitions as they experience new inter-personal contexts, competitive love relationships, and the development of social and cognitive skills [84][85][86][87][88][89].…”

Section: Hypothesis Discussionmentioning

confidence: 99%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

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Section: Hypothesis Discussionmentioning

confidence: 99%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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“…An a priori power analysis using the G*power software [46] revealed that a minimum of 46 participants would be required to detect a moderate effect size (0.4) in a correlational analysis (two-tails) with 80% power. This sample size is consistent with typical ERP studies [25,47]. It may be necessary to recruit more participants, given that some participants' EEG data may be removed for reasons such as excessive movements.…”

Section: Participantsmentioning

confidence: 70%

The Immediate and Lasting Effect of Emotion Regulation in Adolescents: An ERP Study

Yang

Deng

2021

IJERPH

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The immediate effect is an important index of the outcomes of emotion regulation. However, in daily life, whether the effect of emotion regulation lasts and the lasting mechanism have been examined less. The present research focused on the relationships between the immediate and lasting effect of the emotion regulation of adolescents. Electroencephalogram (EEG) was recorded from 51 adolescents (31 boys and 20 girls, Mage = 12.82) during online emotion regulation using the Reactivity and Regulation-Image Task (phase 1) and re-presentation of emotional stimuli after a period of time (phase 2). Event-related potentials (ERPs) related to emotion regulation, such as N2, P3, and the late positive potential (LPP), were examined in the two phases. The results showed that: (1) In both of the two phases, in negative emotion conditions, the amplitudes of P3 and LPP 300–600 of no-regulation conditions were significantly higher than those in reappraisal conditions. However, there was no significant difference under neutral conditions; (2) The amplitudes of P3, N2, and LPP 300–600 during emotion regulation in phase 1 positively predicted the amplitudes of P3, N2, and LPP300–600 in phase 2 in different experimental conditions. Results from the regression analysis implied that the immediate effect of online emotion regulation may predict the lasting effect when adolescents face the same emotions again. In addition, our findings provide neurological evidence that the use of cognitive reappraisal could effectively help adolescents to reduce the recruitment of cognitive resources when they regulate negative emotions and when they face those negative emotions again.

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“…Overall, these results should be treated with a degree of caution until a replication on a more heterogeneous sample have taken place. Many of the variables explored in the present study are thought to be changing and developing across the life span and especially during the transition to early adulthood (ER: Brewer et al, 2016;Desatnik et al, 2021, Collins, 2015. The present study only explored two ER strategies utilized by university students, therefore the extent to which the current findings can be extrapolated to learning in both younger and older age groups is limited.…”

Section: The Role Of Emotion Regulationmentioning

confidence: 97%

The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence

2022

Self Cite

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The present study is exploring a pathway connecting emotion regulation with academic progress. Specifically, the pattern through which emotion regulation is implicated in learning and academic progress through academic emotions and sense of coherence. This cross-sectional study involves of 406 undergraduate social science students recruited from a university in western Greece. Participants anonymously and voluntarily completed a number of self-report measures. The Emotion Regulation Questionnaire, the Sense of Coherence Scale, the Student Experience of Emotions Inventory and the Approaches to Learning and Studying Inventory, were used to measure emotion regulation, sense of coherence, academic emotional experiences and approaches to learning, respectively. Α four-stage model was tested with structural equation modelling techniques. In particular, the model examined associations between emotion regulation, sense of coherence, academic emotions, approaches to learning and academic progress. The analysis revealed pathways through which these associations appear to be maintained and driven by emotion regulation. Emotion regulation is associated with students’ academic emotions that in turn are linked with approaches to learning and academic progress. Both positive and negative emotions appear to play a role in enabling an adaptive approach to learning. Moreover, sense of coherence may serve as an important meta-cognitive factor enabling students to approach the learning process more effectively. The findings are discussed in the light of the recent literature.

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Emotion regulation in adolescents: Influences of internal representations of relationships – An ERP study

Cited by 14 publications

References 115 publications

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

The Immediate and Lasting Effect of Emotion Regulation in Adolescents: An ERP Study

The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence

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