Reliability and validity of a temporal distancing emotion regulation task in adolescence.

Abstract

Adopting a temporally distant perspective on stressors, also known as using a temporal distancing emotion regulation strategy, can alleviate distress. Young adults' ability to adopt a temporal distancing strategy has previously been measured using an experimental temporal distancing task (Ahmed, Somerville, & Sebastian, 2018). In the current study, we evaluate the psychometric properties of this task in younger (N ϭ 345, aged 10-11) and older (N ϭ 99, aged 18-21) adolescents and explore developmental differences in the ability to use temporal distancing to alleviate distress. Participants listened to scenarios and rated negative affect when adopting a distant-future perspective, a near-future perspective, or when reacting naturally. We evaluated the test-retest reliability of the measure in older adolescents and its construct validity in both younger and older adolescents by assessing correlations with self-report measures of emotion regulation strategy use. Our findings broadly replicated those of Ahmed et al. (2018): Adopting distant-and near-future perspectives produced significantly lower self-reported distress relative to reacting naturally, with the distant-future strategy producing the least distress. Older adolescents alleviated their distress more effectively than younger adolescents and reported projecting further into the future. Regulation success scores on the temporal distancing task showed adequate test-retest reliability. However, these scores did not correlate with self-reported habitual use of temporal distancing or reappraisal strategies generally. These findings suggest that the ability to use a temporal distancing strategy for emotion regulation improves during adolescence, but that ability may not be related to habitual use of this strategy.

Relationship between early language competence and cognitive emotion regulation in adolescence

“…We also hypothesised that this relationship between early language and regulation success would be mediated by the effect of language on distance projected into the future. Year 1 language was not related to distance projected into the future while engaging in temporal distancing, nor was distance projected related to regulation success (as reported previously; Suksasilp et al, 2020).…”

“…We previously reported a replication of the Ahmed, Somerville, & Sebastian (2018) findings in a population sample of younger adolecents (aged 10-11 years) and a community sample of older adolescents (age 18-21 years; Suksasilp, Griffiths, Sebastian, & Norbury, 2020). As in the original study, we found a reduction in negative mood when participants imagined the effect of a negative event in the future, compared to when they had imagined it's effect now, and we further demonstrated that this effect had adequate test-retest reliability.…”

“…"), in order to reduce the length and complexity of the task. (Suksasilp et al, 2020) Consistent with the original study, we presented three blocks of 10 negatively valenced scenarios (e.g. "You fail an important exam") and one set of 10 neutral scenarios (e.g.…”

“…more reduction in negative affect in distant future condition compared to current condition). Our previous study demonstrated that regulation success measured using this adapted version of the task had good test-retest reliability in young adults (Suksasilp et al, 2020). Finally, to check that participants were sensitive to the emotional valence of the scenarios, we calculated each participant's emotional reactivity by taking the mean emotion rating in the negative scenario current perspective condition from the mean emotion rating in the neutral scenario current perspective condition.…”

Relationship between early language competence and cognitive emotion regulation in adolescence

“…and arousal: 'How anxious/ stressed do you feel right now? '), in order to reduce the length and complexity of the task [21].…”