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Adolescent digital emotion regulation.

Tom Hollenstein1, Katie Faulkner1

  • 1Department of Psychology, Queen's University, Kingston, Ontario, Canada.

Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence
|August 9, 2024
PubMed
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.

Keywords:
adolescencedigital technologyemotion regulation

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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.