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Updated: Jun 17, 2025
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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
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Adolescent digital emotion regulation
Tom Hollenstein1, Katie Faulkner1
1Department of Psychology, Queen's University, Kingston, Ontario, Canada.
Summary
Adolescents develop emotion regulation (ER) skills in both digital and real worlds. This study introduces a new model for adolescent digital ER, distinguishing between regulating emotions from digital contexts and using digital tools for regulation.
Area of Science:
- Psychology
- Adolescent Development
- Digital Media Studies
Background:
- Effective emotion regulation (ER) is crucial for adolescent development.
- Youth increasingly navigate a hybrid reality of digital and non-digital experiences.
- Existing research on ER in adolescents often overlooks the impact of digital environments.
Purpose of the Study:
- To present a novel conceptual framework for understanding adolescent digital emotion regulation.
- To guide future research on how adolescents regulate emotions within and through digital contexts.
- To distinguish between digitally induced emotions and digitally regulated emotions.
Main Methods:
- Conceptual model development.
- Literature review on adolescent development, emotion regulation, and digital media.
- Analysis of digital context affordances for ER.
Main Results:
- A new model of adolescent digital emotion regulation is proposed.
- Two key processes are identified: regulation of digitally induced emotions and digitally regulated emotion.
- The model highlights pathways and affordances within digital contexts.
Conclusions:
- The proposed model offers a framework for studying adolescent ER in a hybrid reality.
- It provides a foundation for future empirical research in this evolving area.
- Understanding digital ER is essential for supporting adolescent well-being.
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