Adolescents' Emotion Regulation in Daily Life: Links to Depressive Symptoms and Problem Behavior
Abstract
This study examined links between emotion regulation and adjustment in a sample of 152 adolescents in Grades 7 (M age = 12) and 10 (M age = 15). Emotion regulation was assessed using the experience sampling method, in which adolescents provided multiple reports about the intensity, lability, and strategies used to regulate negative emotions across 1 week. Adolescents also completed self-report measures of adjustment. Adolescents who reported more intense and labile emotions and less effective regulation of these emotions also reported more depressive symptoms and problem behavior. Responding to negative emotions with disengagement (e.g., denial) or involuntary engagement (e.g., rumination) was less effective in regulating negative affect, and greater use of these strategies was related to higher levels of depressive symptoms and problem behavior.
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Poor emotion regulation skills have been linked to increased depression and anxiety in adolescents.
“where as poor emotion regulation skills have been linked to increased depression and anxiety in adolescents (Silk et al., 2003, Suveg and Zeman, 2004).”
From A pilot evaluation of the SPARX-R gaming intervention for preventing depression and improving wellbeing among adolescents in alternative education (2017) · cites this paper as Silk et al., 2003
Adolescence is a turbulent period fraught with numerous developmental changes and may be vulnerable for psychological distress.
“Adolescence is a turbulent period fraught with numerous developmental changes and may be vulnerable for psychological distress (Silk et al., 2003; Zeman et al., 2006).”
From Adolescents' mindfulness and psychological distress: The mediating role of emotion regulation (2019) · cites this paper as Silk et al., 2003
Emotion regulation ability is crucial for adolescents' emotional experiences and their adaptation to socioemotional challenges.
“Specifically, emotion regulation ability is crucial for adolescents’ emotional experiences and their adaptation to socioemotional challenges (Silk et al., 2003; McLaughlin et al., 2011).”
From Adolescents' mindfulness and psychological distress: The mediating role of emotion regulation (2019) · cites this paper as Silk et al., 2003
Emotion-related processes appear to follow a curvilinear trajectory, with emotional responses peaking in intensity and lability in adolescence.
“Behaviorally, emotion-related processes also seem to follow a curvilinear trajectory, by which emotional responses peak in intensity and lability in adolescence (Arnett, 1999; Larson et al., 2002; Silk et al., 2003; Weinstein et al., 2007).”
From A systematic review of fMRI reward paradigms used in studies of adolescents vs. adults: The impact of task design and implications for understanding neurodevelopment (2013) · cites this paper as Silk et al., 2003
Adolescents also use many of the explicit emotion regulation strategies identified in adults.
“Experience sampling methods have shown that adolescents also use many of these strategies (e.g. Silk et al., 2003)”
From Neurocognitive bases of emotion regulation development in adolescence (2015) · cites this paper as Silk et al., 2003
Adolescents who reported using disengagement or rumination strategies to regulate their emotions had higher levels of depressive symptoms and externalising behaviours.
“adolescents who reported using disengagement (e.g. denial, avoidance, escape, or wishful thinking) or rumination strategies to regulate their emotions were associated with higher levels of depressive symptoms and externalising behaviours.”
From Neurocognitive bases of emotion regulation development in adolescence (2015) · cites this paper as Silk et al. (2003)
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- Authors
- Silk, J. S., Steinberg, L., & Morris, A. S.
- Affiliations
- LSU New Orleans (US)
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-11-01
- Volume
- 74
- Issue
- 6
- Pages
- 1869-1880
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1986467210
- Cited by
- 1,216
- References
- 5
- Citations by year
- 2026: 37 · 2025: 62 · 2024: 55 · 2023: 51 · 2022: 63 · 2021: 70 · 2020: 73 · 2019: 77 · 2018: 89 · 2017: 69 · 2016: 85 · 2015: 80 · 2014: 72 · 2013: 55 · 2012: 53
- FWCI
- 10.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Mental Health Research Topics
- Keywords
- emotion regulation, adolescents, depressive symptoms, behavioral problems, emotional lability, negative affect, disengagement strategies, rumination, everyday life, adjustment, ecological momentary assessment
- MeSH terms
- Adaptation, Psychological, Adolescent, Attention, Child, Child Behavior Disorders, Defense Mechanisms, Depression, Emotions, Female, Humans, Internal-External Control, Male, Personality Inventory, Problem Solving, Risk Factors, Self-Assessment
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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