COGNITIVE REGULATION OF EMOTION AND SUBJECTIVE WELL-BEING IN ADOLESCENTS: IS THERE A DIRECT LINK?
DOI:
https://doi.org/10.19090/pp.2020.3.371-389Keywords:
adolescence, cognitive emotion regulation, negative affect, subjective well-being, positive affectAbstract
The aim of this study was to identify which are the most prevalent cognitive emotion regulation strategies (CERS) in adolescents and how they are related to adolescent mental health (subjective well being and positive and negative affect). We also examine the possibility that positive and negative affect mediates relatonship between CERS and global subjective well-being. The research was conducted on a sample of 206 students, mean age 16 years. The results showed that the most common strategies in adolescents are positive reformulation and taking into perspective, which, together with planning and positive refocusing, are associated with positive mental health indicators (subjective well-bein and positive affect). Rumination, catastrophization, self-blame, and to a lesser extent, acceptance are associated with negative affectivity. The analysis of mediation singled out two strategies of cognitive emotional regulation that significantly predict subjective well-being: positive reformulation and self-blame. It was found that the relationship between positive reformulation and subjective well-being is governed partly directly, and partly mediated by positive affectivity. The results of the research also showed that the relationship between self-blame and global subjective well-being is exclusively establihed through negative affectivity as a mediator. In the light of the obtained results, some practical implications for interventions with adolescents have been formulated.
Metrics
Metrics Loading ...
References
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality & Social Psychology, 51, 1173–1182. https://doi.org/10.1037//0022-3514.51.6.1173
Chervonsky, E., & Hunt, C. (2019). Emotion regulation, mental health, and social wellbeing in a young adolescent sample: A concurrent and longitudinal investigation. Emotion, 19(2), 270–282. https://doi.org/10.1037/emo0000432.
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. https://doi.org/10.1037/bul0000110
Copeland, W. E., Shanahan. L., Costello, E. J., Angold, A. (2009). Configurations of common childhood psychosocial risk factors. Journal of Child Psychology and Psychiatry, 50, 451–459. https://doi.org/10.1111/j.1469-7610.2008.02005.x.
Deighton, J., Lereya, S. T., Casey, P., Patalay, P., Humphrey, N., & Wolpert, M. (2019). Prevalence of mental health problems in schools: poverty and other risk factors among 28 000 adolescents in England. The British Journal of Psychiatry: The Journal of Mental Science, 1–3. 565–567. https://doi.org/10.1192/bjp.2019.19
Diener, E., & Diener, C. (1996). Most people are happy. Psychological Science, 7(3), 181–185. https://doi.org/10.1111/j.1467-9280.1996.tb00354.x
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology, 58(2), 87–104. https://doi.org/10.1037/cap0000063
Diener, E., Suh, E., Lucas, R., Smith, H. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. https://doi.org/10.1037/0033-2909.125.2.276
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fernández-Berrocal, P., Alcaide, R., Extremera, N., & Pizarro, D. (2006). The Role of Emotional Intelligence in Anxiety and Depression Among Adolescents. Individual Differences Research, 4(1), 16–27.
Fredrickson, B. L. (2004). The broaden-and-build theory of positiveemotions. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 359(1449), 1367–1378. https://doi.org/10.1098/rstb.2004.1512
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313–332. https://doi.org/10.1080/02699930441000238
Fredrickson, B. L., & Joiner, T. (2002). Positive emotions triggerupward spirals toward emotional well-being. Psychological Science, 13(2), 172–175. https://doi.org/10.1111/1467-9280.00431
Garnefski N., & Kraaij, V. (2018). Specificity of relations between adolescents' cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognition and Emotions, 32(7), 1401–1408. https://doi.org/10.1080/02699931.2016.1232698
Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire-development of a short 18-item version (CERQ-short). Personality and Individual Differences, 41, 1045–1053. https://doi.org/10.1016/j.paid.2006.04.010
Garnefski, N., Hossain, S., & Kraaij, V. (2017). Relationships between maladaptive cognitive emotion regulation strategies and psychopathology in adolescents from Bangladesh. Archives of Depression and Anxiety, 3(2), 23–29. https://doi.org/10.17352/2455-5460.000019
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the Cognitive Emotion Regulation Questionnaire. Leiderdorp, Datec.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). The Guilford Press.
Gyollai, Á., Simor, P., Köteles, F., & Demetrovics, Zs. (2011). Psychometric properties of the Hungarian version of the original and the short form of the Positive and Negative Affect Schedule (PANAS). Neuropsychopharmacologia Hungarica, 8(2), 73-79.
Haga, M., Kraft, P., Corby, E. K. (2009). Emotion regulation: antecedents and well-being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples. Journal of Happiness Studies, 10, 271–291. https://doi.org/10.1007/s10902-007-9080-3
Hofstra M. B., Van der Ende, J., Verhulst, F. C. (2000). Continuity and change of psychopathology from childhood into adulthood: a 14-year follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry 39, 850–858. https://doi.org/10.1023/A:1022814900577
Jovanović, V. (2010). Validacija kratke skale subjektivnog blagostanja. Primenjena psihologija, 2, 175–190. https://doi.org/10.19090/pp.2010.2.175-190
Jovanović, V. i Novović, Z. (2008). Kratka skala subjektivnog blagostanja – Novi instrument za procenu pozitivnog mentalnog zdravlja. Primenjena psihologija, 1, 77–94. https://doi.org/10.19090/pp.2008.1-2.77-94
Karademas, E. C. (2007). Positive and negative aspects of well-being: Common and specific predictors. Personality and Individual Differences, 43, 277–287. https://doi.org/10.1016/j.paid.2006.11.031
Martin, K. M., & Huebner, E. S. (2007) Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44, 199–208. https://doi.org/10.1002/pits.20216
Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39(7), 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004
McRae, K., Misra, S., Prasad, A. K., Pereira, S. C., & Gross, J. J. (2012). Bottom-up and top-down emotion generation: implications for emotion regulation. Social Cognitive and Affective Neuroscience, 7, 253–262. https://doi.org/10.3758/s13415-013-0240-0
Miklósi, M., Martos, T., Kocsis-Bogár, K., & Perczel Forintos, D. (2011). A Kognitív Érzelem-Reguláció Kérdőív magyar változatának pszichometriai jellemzői. Psychiatria Hungarica, 26 (2), 102–111.
Nyklicek, I., Vingerhoets, A. J. J. M., & Denollet, J. K. L. (2002). Emotional (non)-expression and health: Data, questions, and challenges. Psychology & Health: Official journal of the European Health Psychology Society, 17(5), 517–528.
Osborn, T. L., Campbell, S., Ndetei, D., & Weisz, J. R. (2020). Network Analysis Reveals Central Symptoms of Adolescent Depression and Anxiety in Sub-Saharan Africa. PsyArXiv. https://doi.org/10.31234/osf.io/dv6c9
Peterson, C., & Seligman, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91(3), 347–374. https://doi.org/10.1037/0033-295X.91.3.347
Petrović, J. (2015). Konflikti u adolescenciji: od socijalne adaptacije do destrukcije. Filozofski fakultet u Novom Sadu.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. https://doi.org/10.3758/BRM.40.3.879
Quoidbach, J., Berry, E. V., Hansenne, M., & Mikolajczak, M. (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49(5), 368–373. https://doi.org/10.1016/j.paid.2010.03.048
Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 187–202). The Guilford Press.
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Schäfer, J.Ö., Naumann, E., Holmes, E.A., Tuschen-Caffier, B., Samson, A.C. (2017). Emotion Regulation Strategies in Depressive and Anxiety Symptoms in Youth: A Meta-Analytic Review. Journal of Youth and Adolescents 46(2), 261–276. https://doi.org/10.1007/s10964-016-0585-0.
Shiota, M. N. (2006). Silver linings and candles in the dark: Differences among positive coping strategies in predicting subjective well-being. Emotion, 6(2), 335–339. https://doi.org/10.1037/1528-3542.6.2.335
Terracciano, A., McCrae, R., & Costa, P. T. (2003). Factorial and Construct Validity of the Italian Positive and Negative Affect Schedule (PANAS). European Journal of Psychological Assessment, 19, 131–141. https://doi.org/10.1027//1015-5759.19.2.131
Twenge, J. M., Martin, G. N., & Campbell, W. K. (2018). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 18(6), 765–780. https://doi.org/10.1037/emo0000403
Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3(1), 199294. https://doi.org/10.1080/23311908.2016.1199294
Wante, L., Van Beveren, M. L., Theuwis, L., & Braet, C. (2018). The effects of emotion regulation strategies on positive and negative affect in early adolescents. Cognition & emotion, 32(5), 988–1002. https://doi.org/10.1080/02699931.2017.1374242
Watson, D., & Clark, L. A. (1994). The PANAS-X: Manual for the Positive and Negative Affect Schedule-Expanded Form. The University of Iowa.
Watson, D., Clark, L. A., Tellegen, A. (1988) Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
Waugh, C. E. (2020). The roles of positive emotion in the regulation of emotional responses to negative events. Emotion, 20, 54–58. https://doi.org/10.1037/emo0000625
Zimmermann P., & Iwanski A. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavior Development, 38, 182–194. https://doi.org/ 10.1177/0165025413515405
Chervonsky, E., & Hunt, C. (2019). Emotion regulation, mental health, and social wellbeing in a young adolescent sample: A concurrent and longitudinal investigation. Emotion, 19(2), 270–282. https://doi.org/10.1037/emo0000432.
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. https://doi.org/10.1037/bul0000110
Copeland, W. E., Shanahan. L., Costello, E. J., Angold, A. (2009). Configurations of common childhood psychosocial risk factors. Journal of Child Psychology and Psychiatry, 50, 451–459. https://doi.org/10.1111/j.1469-7610.2008.02005.x.
Deighton, J., Lereya, S. T., Casey, P., Patalay, P., Humphrey, N., & Wolpert, M. (2019). Prevalence of mental health problems in schools: poverty and other risk factors among 28 000 adolescents in England. The British Journal of Psychiatry: The Journal of Mental Science, 1–3. 565–567. https://doi.org/10.1192/bjp.2019.19
Diener, E., & Diener, C. (1996). Most people are happy. Psychological Science, 7(3), 181–185. https://doi.org/10.1111/j.1467-9280.1996.tb00354.x
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology, 58(2), 87–104. https://doi.org/10.1037/cap0000063
Diener, E., Suh, E., Lucas, R., Smith, H. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. https://doi.org/10.1037/0033-2909.125.2.276
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fernández-Berrocal, P., Alcaide, R., Extremera, N., & Pizarro, D. (2006). The Role of Emotional Intelligence in Anxiety and Depression Among Adolescents. Individual Differences Research, 4(1), 16–27.
Fredrickson, B. L. (2004). The broaden-and-build theory of positiveemotions. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 359(1449), 1367–1378. https://doi.org/10.1098/rstb.2004.1512
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313–332. https://doi.org/10.1080/02699930441000238
Fredrickson, B. L., & Joiner, T. (2002). Positive emotions triggerupward spirals toward emotional well-being. Psychological Science, 13(2), 172–175. https://doi.org/10.1111/1467-9280.00431
Garnefski N., & Kraaij, V. (2018). Specificity of relations between adolescents' cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognition and Emotions, 32(7), 1401–1408. https://doi.org/10.1080/02699931.2016.1232698
Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire-development of a short 18-item version (CERQ-short). Personality and Individual Differences, 41, 1045–1053. https://doi.org/10.1016/j.paid.2006.04.010
Garnefski, N., Hossain, S., & Kraaij, V. (2017). Relationships between maladaptive cognitive emotion regulation strategies and psychopathology in adolescents from Bangladesh. Archives of Depression and Anxiety, 3(2), 23–29. https://doi.org/10.17352/2455-5460.000019
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the Cognitive Emotion Regulation Questionnaire. Leiderdorp, Datec.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). The Guilford Press.
Gyollai, Á., Simor, P., Köteles, F., & Demetrovics, Zs. (2011). Psychometric properties of the Hungarian version of the original and the short form of the Positive and Negative Affect Schedule (PANAS). Neuropsychopharmacologia Hungarica, 8(2), 73-79.
Haga, M., Kraft, P., Corby, E. K. (2009). Emotion regulation: antecedents and well-being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples. Journal of Happiness Studies, 10, 271–291. https://doi.org/10.1007/s10902-007-9080-3
Hofstra M. B., Van der Ende, J., Verhulst, F. C. (2000). Continuity and change of psychopathology from childhood into adulthood: a 14-year follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry 39, 850–858. https://doi.org/10.1023/A:1022814900577
Jovanović, V. (2010). Validacija kratke skale subjektivnog blagostanja. Primenjena psihologija, 2, 175–190. https://doi.org/10.19090/pp.2010.2.175-190
Jovanović, V. i Novović, Z. (2008). Kratka skala subjektivnog blagostanja – Novi instrument za procenu pozitivnog mentalnog zdravlja. Primenjena psihologija, 1, 77–94. https://doi.org/10.19090/pp.2008.1-2.77-94
Karademas, E. C. (2007). Positive and negative aspects of well-being: Common and specific predictors. Personality and Individual Differences, 43, 277–287. https://doi.org/10.1016/j.paid.2006.11.031
Martin, K. M., & Huebner, E. S. (2007) Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44, 199–208. https://doi.org/10.1002/pits.20216
Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39(7), 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004
McRae, K., Misra, S., Prasad, A. K., Pereira, S. C., & Gross, J. J. (2012). Bottom-up and top-down emotion generation: implications for emotion regulation. Social Cognitive and Affective Neuroscience, 7, 253–262. https://doi.org/10.3758/s13415-013-0240-0
Miklósi, M., Martos, T., Kocsis-Bogár, K., & Perczel Forintos, D. (2011). A Kognitív Érzelem-Reguláció Kérdőív magyar változatának pszichometriai jellemzői. Psychiatria Hungarica, 26 (2), 102–111.
Nyklicek, I., Vingerhoets, A. J. J. M., & Denollet, J. K. L. (2002). Emotional (non)-expression and health: Data, questions, and challenges. Psychology & Health: Official journal of the European Health Psychology Society, 17(5), 517–528.
Osborn, T. L., Campbell, S., Ndetei, D., & Weisz, J. R. (2020). Network Analysis Reveals Central Symptoms of Adolescent Depression and Anxiety in Sub-Saharan Africa. PsyArXiv. https://doi.org/10.31234/osf.io/dv6c9
Peterson, C., & Seligman, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91(3), 347–374. https://doi.org/10.1037/0033-295X.91.3.347
Petrović, J. (2015). Konflikti u adolescenciji: od socijalne adaptacije do destrukcije. Filozofski fakultet u Novom Sadu.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. https://doi.org/10.3758/BRM.40.3.879
Quoidbach, J., Berry, E. V., Hansenne, M., & Mikolajczak, M. (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49(5), 368–373. https://doi.org/10.1016/j.paid.2010.03.048
Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 187–202). The Guilford Press.
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Schäfer, J.Ö., Naumann, E., Holmes, E.A., Tuschen-Caffier, B., Samson, A.C. (2017). Emotion Regulation Strategies in Depressive and Anxiety Symptoms in Youth: A Meta-Analytic Review. Journal of Youth and Adolescents 46(2), 261–276. https://doi.org/10.1007/s10964-016-0585-0.
Shiota, M. N. (2006). Silver linings and candles in the dark: Differences among positive coping strategies in predicting subjective well-being. Emotion, 6(2), 335–339. https://doi.org/10.1037/1528-3542.6.2.335
Terracciano, A., McCrae, R., & Costa, P. T. (2003). Factorial and Construct Validity of the Italian Positive and Negative Affect Schedule (PANAS). European Journal of Psychological Assessment, 19, 131–141. https://doi.org/10.1027//1015-5759.19.2.131
Twenge, J. M., Martin, G. N., & Campbell, W. K. (2018). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 18(6), 765–780. https://doi.org/10.1037/emo0000403
Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3(1), 199294. https://doi.org/10.1080/23311908.2016.1199294
Wante, L., Van Beveren, M. L., Theuwis, L., & Braet, C. (2018). The effects of emotion regulation strategies on positive and negative affect in early adolescents. Cognition & emotion, 32(5), 988–1002. https://doi.org/10.1080/02699931.2017.1374242
Watson, D., & Clark, L. A. (1994). The PANAS-X: Manual for the Positive and Negative Affect Schedule-Expanded Form. The University of Iowa.
Watson, D., Clark, L. A., Tellegen, A. (1988) Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
Waugh, C. E. (2020). The roles of positive emotion in the regulation of emotional responses to negative events. Emotion, 20, 54–58. https://doi.org/10.1037/emo0000625
Zimmermann P., & Iwanski A. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavior Development, 38, 182–194. https://doi.org/ 10.1177/0165025413515405
Downloads
Published
09.10.2020
How to Cite
Petrović, J., Trbojević, J., & Dukai, E. (2020). COGNITIVE REGULATION OF EMOTION AND SUBJECTIVE WELL-BEING IN ADOLESCENTS: IS THERE A DIRECT LINK?. Primenjena Psihologija, 13(3), 371–389. https://doi.org/10.19090/pp.2020.3.371-389
Issue
Section
Regular issues
