Context and dynamics_ The new frontier for developmental research on emotion regulationWord格式文档下载.docx
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JenniferS.Silk
UniversityofPittsburgh
Despitemuchresearchandprogressinunderstandingthedevelopmentofemotionregulationoverthepast3decades,thereisstillmuchtobeunderstoodabouthowdevelopingindividualsmodulatetheiraffectastheygoabouttheirdailylife.Thepapersinthisspecialissuehighlightcontextanddynamicsas2importantintersectingfociforfuturedevelopmentalresearchonemotionregulation.Ecologicalmomentaryassessment,passivesensing,andotherambulatorymethodsofferexcitingnewtoolsforcapturingcontextualfeaturesoftheenvironmentthatmayinfluencetheselectionofemotionregulationstrategiesandtheeffectivenessofspecificstrategiesindifferentcontexts.Newinterdisciplinary,methodological,andquantitativeapproachesalsooffernewtoolsforbettercharacterizingthetemporaldynamicsofemotionregulation,includingafocusonthecoregulationofaffectbetweenparentsandchildren.Thenextgenerationofemotionregulationresearcherswillrequireadvancedinterdisciplinary,quantitative,andtechnologicalskillstobeabletoleveragenewtoolsthatcanbettercharacterizethefine-graineddynamicsofemotionregulationprocessesandtheprecisewaysinwhichsocialcontextualfeaturesmodulatetheseprocesses.
Keywords:
emotionregulation,emotiondynamics,ecologicalmomentaryassessment,coregulation,passivesensing
Theimportanceofemotionregulationasacentralprocessunderlyingadaptivesocialandemotionaldevelopmenthasgainedwidespreadacceptanceoverthepast25years.Thepublicationofthe1994MonographoftheSocietyforResearchinChildDevelopmentonthetopicofemotionregulation(Fox,1994),whichfeaturedasetofground-breakingpapersdefiningtheconstruct(Calkins,1994;
Campos,Mumme,Kermoian,&
Campos.1994;
Cole,Michel,&
Teti,1994;
Kagan,1994;
Thompson,1994),markedthebeginningofaburgeoningfieldofresearch.Yetadecadelater,thefieldstillstruggledwithconceptualandmethodologicalchallengesinoperationalizingandinvestigatingthiscomplexandelusivetopic.In2004,Cole,Martin,andDennistackledthesechallengesinathought-provokingpaperthattaskedfutureemotionregulationresearcherswithimprovingthequalityofthisresearchbyanalyzingthetimecourseofemotionandmeasuringemotionregulationacrosscontrastingcontextsusingmultipleconvergingmeasures.
Inthe15yearssincethepublicationofColeetal.’s(2004)criticalanalysis,developmentalistshavemadesignificantstridesutilizingmultimethodapproachestostudyemotionregulation.Yetwestilllackanuancedunderstandingofhowemotionregulationismodulatedbycontextualfactorsandhowitunfoldsdynamicallyovertime.Asweenterafourthdecadeofactiveresearchonthisconstruct,newtechnologies,statisticalapproaches,andinterdisciplinaryadvancesmakeitpossibletobetterachievesomeofthe
CorrespondenceconcerningthisarticleshouldbeaddressedtoJenniferS.Silk.DepartmentofPsychology.UniversityofPittsburgh.210SouthBouquetStreet,Pittsburgh.PA15260.E-mail:
jss4@pitt.edugoalsoriginallyenvisionedbypioneeringemotionregulationresearchers.Thepapersinthisspecialissueexemplifyhowadeeperfocusonthecontextanddynamicsofemotionregulationcanmovethefieldforwardtowardamorecompleteunderstandingofhowthedevelopingindividualmodulateshisorheremotionsastheygoabouttheirdailylife.
Inherentinthisgoalisaneedtomovebeyondrelianceonquestionnairemeasuresofemotionregulationasatraitratherthanaprocess.Questionnairesrequirepeopletoretrospectivelyreportontypicalregulatorybehaviorscollapsedacrosstimeandplace,regardlessofcontextualfeaturessuchastheirgoalsinthesituationandtheresourcesavailabletothematthetime.Forexample,aretheywiththeirfriendsortheirfamily?
Aretheydealingwithaproblemthatcanbeeasilysolvedorasituationthatwouldbehardtochange?
Aretheyhavingagooddayorabadday?
Attestingtotheimportanceofthesecontextualfactors,Bensonetal.(2019)pointoutthatecologicalmomentaryassessmentstudieshavetypicallydemonstratedmorewithin-personvariationinemotionregulationstrategyuseacrosstimeandcontextthanbetween-subjectsvariability.Forthisreason,anestimatedaverageregulatoryresponsethatignoresthecontextualfeaturesthatgenerallyshapeemotionalrespondingmayhavelimitedvalueforunderstandingindividualdifferencesindevelopmentandpsychosocialadjustment.
EcologicalMomentaryAssessmentApproachesto
MeasuringtheSocialContextofEmotionRegulation
Ambulatoryassessmentapproachesofferincreasinglyfeasiblemethodsformeasuringhowcontextualfeaturesoftheenvironmentshapeemotionregulationbehaviors.Forexample,experiencesam-phngorecologicalmomentaryassessment(EMA)studies,whichincluderepeatedintensivemeasurementsindailylife,arewellsuitedtohelpusunderstandthespecificconditionsunderwhichyouthenactcertainemotionregulationstrategies.EMAisanecologicallyvalidmethodofgatheringreal-timedataonaffectandbehaviorinnaturalenvironmentsthroughtheuseofsignalingdevices,suchassmartphones.EMAoffersadvantagesovertraditionalquestionnaireandobservationalmethodsinmeasuringemotionregulationbecauseitallowsresearcherstocapturenaturallyoccurringdynamicchangesinaffectexperiencedduringdevelopmentallyandsociallyrelevantevents.Silkandcolleagues(Morganetal.,2017;
Oppenheimeretal.,2016;
Silketal.,2011;
Silk,Steinberg,&
Morris,2003;
Tanetal.,2012;
Waller,Silk,Stone,&
Dahl,2014)haveconductedaseriesofEMAstudiesinwhichyoutharequeriedtwotofivetimesadayforupto5weeksabouttheirmostpositiveandnegativeexperiencesovertheprecedinghour.Thisworkhasrevealedthatnegativeandpositiveaffectcanvaryasafunctionofcontextualfeaturessuchassocialcompanions.Forexample,Silketal.(2011)foundthatchildrenandadolescentsarethemostsadandangrywhenalonecomparedtowhentheyarewithfriendsorfamily.Theyalsofoundthattheratioofpositivetonegativeaffectwashighestwhenyouthweresocializingwithfriendsorfamilythanwhenengaginginothertypesofactivitiesorspendingtimealonebut,surprisingly,didnotdifferwhensocializingwithfriendscomparedwithfamily.Thesefindingsdemonstratethat,contrarytopopularbelief,beingaroundaparentmayhaveapositiveimpactonanadolescent’saffect.
InoneofthefirstEMAstudiesinyouthtoexplicitlyexaminethesocialcontextofemotionregulation,Walleretal.(2014)usedEMAtoinvestigatehowoftenparentsengageactivelywithadolescents(aged11-17years)inspecificemotionregulationstrategies,focusingonruminationandproblemsolving(Walleretal.,2014).Adolescentswereaskedtoreportonnegativeeventsorproblemsthattheywereexperiencinginrealtimeandtoindicatewhetheranyindividuals(parents,peers,etc.)helpedthemtodealwiththeiraffect.Resultsshowedthatbothdepressedandhealthyadolescentsreportedthattheirparentshelpedthemtomanagetheiraffectinabouthalfofthenegativeeventsthattheyencountered.Thisshowsthatyouthcontinuetorelyontheirparentsforguidanceandassistanceinemotionregulationthroughouttheteenyears.Intermsofthespecificstrategiesused,theyfoundthathealthyadolescentsengagedinproblemsolvingwithparentsandpeersatsimilarrates(46-48%ofproblemtalkconversations),whereasadolescentswithdepressionengagedinlowratesofproblemsolvingwithpeers(21%ofproblemtalkconversations)comparedwithproblemsolvingwithparents(49%ofproblemtalkconversations).Similarly,forthelessadaptivestrategyofcorumination,healthyyouthengagedinsimilarratesofcoruminationwithparentsandpeers,whereasdepressedadolescentsweretwiceaslikelytoengageincoruminationwithaparentcomparedwithhealthyyouthand3timesmorelikelytoengageincoruminationwithapeercomparedwithhealthyyouth.Thesefindingsrevealthattheinfluenceofsocialcontextonemotionregulationstrategyusemaybemoderatedbyindividualdifferences,suchasyouths’symptomsofpsychopathology.
EmotionRegulationFlexibility
Inthisspecialissue,Bensonetal.(2019)andGrossandCassidy(2019)bothdiscusstheimportanceofmatchingemotionregulationstrategiestosocialcontextasanindicatorofemotionregulationflexibility.Forexample,Grossetal.(2019)pointoutthatexpressivesuppressioncouldbeanadaptivestrategyinsomecontexts,suchasmaintainingagoodimpressioninfrontofpeers,butlessadaptiveinothers,suchasseekingsupportfromaparent.HohensteinandLewis(2006)havediscussedtheimportanceofemotionalflexibilityindyadicinteractions,buttheconstructofflexibilityhasrarelybeenappliedtoemotionregulationstrategiesinyouth.Totrulyunderstandwhethertheuseofparticularstrategiesismoreeffectiveinonecontextcomparedwithanother,researcherswillneedtomakebetteruseoftoolstoassesscontextaswellasdynamicchangesinaffectovertime.Oneapproachthatwehaveusedtoassesstheeffectivenessofspecificstrategiesindailylifehasbeentousemixed-effectsmodelingtoexaminewithin-personchangesinaffectovertimesasafunctionoftheemotionregulationstrategyselectedateachtimepoint(Silketal.,2003;
Tanetal.,2012).Forexample,Silketal.(2003)showedthatwhenadolescentsreportedregulatingsadnessorangerinrealtimebydisengaging(e.g.,usingdenial,avoidance,escape,orwishfulthinking)orruminatingonthenegativeem