The Contextualized Emotion Regulation Survey for Adolescents (CERSA): How does emotion regulation vary according to context?

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2023-04-12 DOI:10.1111/bjdp.12450

Yoann Fombouchet, Lyda Lannegrand, Joanna Lucenet

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Abstract

Recent models of emotion regulation (ER) highlight the need to construct tools that assess ER in different contexts. This paper describes the development and validation of the Contextualized Emotion Regulation Survey for Adolescents (CERSA). This questionnaire assesses ER strategies and abilities in three situations that elicit specific emotions (i.e. sadness, fear and anger). Data were collected from a sample of 840 adolescents who completed the CERSA (M _age = 14.75; SD _age = 1.61) and another of 314 adolescents who completed the CERSA, the CERQ and the SLWS (M _age = 13.63; SD _age = 0.85). Results confirmed the expected structure in all situations as well as construct and external validity. Furthermore, correlations between latent factors and gender differences in ER strategies and abilities were often situation dependant. Mean levels of ER strategies and abilities varied according to the situation. These results provide empirical support for ER flexibility and polyregulation in adolescence.

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情境化青少年情绪调节调查(CERSA):情绪调节如何随情境而变化?

最近的情绪调节模型强调需要构建工具来评估不同背景下的情绪调节。本文介绍了青少年情境化情绪调节调查(CERSA)的发展和验证。本问卷评估急诊室在三种情境下的策略和能力，这些情境会引发特定的情绪(如悲伤、恐惧和愤怒)。数据收集自840名完成CERSA的青少年样本(M年龄= 14.75;SD年龄= 1.61)，另314名完成了CERSA、CERQ和SLWS的青少年(M年龄= 13.63;SD年龄= 0.85)。结果证实了所有情境下的预期结构以及结构和外部效度。此外，潜在因素与性别在ER策略和能力上的差异之间的相关性往往是情境依赖的。急诊策略和能力的平均水平因情况而异。这些结果为青春期内质网弹性和多调控提供了实证支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;