The role of physiological and subjective measures of emotion regulation in predicting adolescent wellbeing

Morrish, Lucy; Chin, Tan‐Chyuan; Rickard, Nikki; Sigley-Taylor, Peta; Vella-Brodrick, Dianne

doi:10.5502/ijw.v9i2.730

Cited by 12 publications

(10 citation statements)

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“…Within this current of study, life satisfaction receives considerable attention as is one of the most well-established indicators of well-being and positive functioning among young people (Diener et al, 2017). Thus, the aim of this study was to empirically test a theoretical model of life satisfaction in order to analyze the psychological assets that foster positive development during adolescence, a life stage characterized by a drop in psychosocial adjustment and subjective well-being (Morrish et al, 2019). The specific aim was to determine the nature of the system of relationships, which exists between individual and contextual variables in terms of their prediction on life satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…Within this approach, considerable attention has been paid to subjective well-being, identified as a key driver of development ( Steinmayr et al, 2019 ). Given that some studies have found a notable decrease in well-being during adolescence ( González-Carrasco et al, 2017 ; Orben et al, 2020 ), as a result of the biological and psychosocial changes associated with this life stage ( Morrish et al, 2019 ), it is vital to identify the factors that boost life satisfaction , which, according to Diener et al (2017) , is a key cognitive dimension of hedonic subjective well-being.…”

Section: Introductionmentioning

confidence: 99%

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Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience

2021

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Adolescence is a stage characterized by many biological and psychosocial changes, all of which may result in a decrease in subjective well-being. It is therefore necessary to identify those factors that contribute to increased life satisfaction, in order to promote positive development among young people. The aim of this study is to examine the dynamics of a set of variables that contribute to life satisfaction. A total of 1,188 adolescents (aged between 12 and 16 years) completed the Perceived Social Support from Family and Friends and Perception of the School Environment Questionnaires, the Trait Meta Mood Scale (TMMS), Connor-Davidson Resilience Scale-10 (CD-RISC), and Satisfaction with Life Scale (SWLS) for social support, emotion regulation, resilience, and life satisfaction. By applying structural equation modeling (SEM), the results reveal a direct prediction of family support, emotion regulation, and resilience on life satisfaction. Support from friends and emotion regulation was also found to explain resilience, and support from family and teachers was found to predict emotion regulation. In conclusion, emotion regulation and social support were found to indirectly affect life satisfaction among adolescents through resilience. The theoretical and practical implications of these results are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience

2021

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“…Finally, to examine incremental validity, we explore whether wellbeing literacy adds additive variance in wellbeing over and above established wellbeing predictors. For the present study, we focus on resilience and emotion regulation, which are commonly proposed as important antecedents of wellbeing [ 34 , 35 , 36 , 37 , 38 ]. For example, resilience has been shown to be a reliable predictor of subjective wellbeing [ 39 ] as well as illbeing [ 40 ].…”

Section: Introductionmentioning

confidence: 99%

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Hou¹,

Chin²,

Slemp³

et al. 2021

IJERPH

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Aims: Wellbeing literacy is the intentional use of wellbeing relevant vocabulary, knowledge and language skills to maintain or improve the wellbeing of oneself, others and the world. In this study, we operationalize the human aspects of the concept of wellbeing literacy and empirically test its relationship with wellbeing and illbeing. We also assess its incremental variance in wellbeing and illbeing, after controlling for existing and well-established predictors of these constructs within education settings. Methods: We developed and empirically tested the Wellbeing literacy 6-item (Well-Lit 6) scale to assess the concept of wellbeing literacy in the education context. The scale was developed based on a working definition of wellbeing literacy, in combination with the Australian Curriculum, Assessment and Reporting Authority (ACARA)’s definition of literacy. The Well-Lit 6 was administered via a cross-sectional survey to three Australian samples that comprise different elements of Australian education systems: students (N = 1392), parents (N = 584) and school staff (N = 317). Results: Exploratory factor analysis (EFA) suggested the six items of the Well-Lit 6 form an independent construct, empirically distinguishable from other wellbeing-related constructs (e.g., general wellbeing, resilience, and emotion regulation). Convergent analyses showed wellbeing literacy was positively related to wellbeing and negatively related to illbeing. Incremental validity analyses showed wellbeing literacy predicted variance in wellbeing and illbeing after controlling for participant demographics, resilience, and emotion regulation, showing initial evidence of incremental validity. Conclusions: Our results provide preliminary evidence that wellbeing literacy is a distinct construct from wellbeing and illbeing, and it also demonstrates significant unique variance in these constructs over and above resilience and emotion regulation. The Well-Lit 6 is a useful provisional measure of wellbeing literacy, although we suggest a fruitful avenue for future research is to develop a more comprehensive scale of wellbeing literacy that denotes specific facets of communication, allowing a fuller exploration wellbeing literacy, its components, and their antecedents and consequences. We offer further recommendations for future research and discuss limitations with our approach.

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“…This represents an important direction for future work. As one example, an important ability that is plausibly facilitated by emotional awareness is the broader construct of emotion regulation (ER; (Aldao, 2013;Morrish et al, 2019))which includes many subtypes, such as taking action to modify emotionprovoking situations, engaging in cognitive strategies to adjust one's interpretation of those situations, and suppressing maladaptive automatic action tendencies (Gross, 1998b). Many of these strategies can be understood in terms of interactions between conscious access processes and affective response generation processes within the TPM (e.g., manipulating situational interpretations in working memory so as to alter subsequent affective response generation).…”

Section: Clinical and Research Implicationsmentioning

confidence: 99%

Neurocomputational mechanisms underlying emotional awareness: Insights afforded by deep active inference and their potential clinical relevance

Smith

Lane

Parr

et al. 2019

Neuroscience & Biobehavioral Reviews

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Emotional awareness (EA) is recognized as clinically relevant to the vulnerability to, and maintenance of, psychiatric disorders. However, the neurocomputational processes that underwrite individual variations remain unclear. In this paper, we describe a deep (active) inference model that reproduces the cognitive-emotional processes and self-report behaviors associated with EA. We then present simulations to illustrate (seven) distinct mechanisms that (either alone or in combination) can produce phenomena-such as somatic misattribution, coarse-grained emotion conceptualization, and constrained reflective capacity-characteristic of low EA. Our simulations suggest that the clinical phenotype of impoverished EA can be reproduced by dissociable computational processes. The possibility that different processes are at work in different individuals suggests that they may benefit from distinct clinical interventions. As active inference makes particular predictions about the underlying neurobiology of such aberrant inference, we also discuss how this type of modelling could be used to design neuroimaging tasks to test predictions and identify which processes operate in different individuals-and provide a principled basis for personalized precision medicine.

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The role of physiological and subjective measures of emotion regulation in predicting adolescent wellbeing

Cited by 12 publications

References 0 publications

Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience

Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Neurocomputational mechanisms underlying emotional awareness: Insights afforded by deep active inference and their potential clinical relevance

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