Continuity, stability, and change in daily emotional experience across adolescence
Abstract
This longitudinal study examined change in adolescents’ daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1–week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades. Results showed that average emotional states became less positive across early adolescence, but that this downward change in average emotions ceased in grade 10. The results also showed greatest relative instability between youth in the early adolescent years—correlations over time were lower—with stability increasing in late adolescence. Lastly, the study found that adolescents’ average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence. As a whole, the findings suggest that late adolescence is associated with a slowing of the emotional changes of early adolescence.
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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 Larson et al., 2002
Emotional and arousing situations are particularly likely to occur during adolescence.
“Emotional and arousing situations are particularly likely to occur during adolescence”
From Rewards, aversions and affect in adolescence: emerging convergences across laboratory animal and human data (2011) · cites this paper as Larson et al, 2002
Average emotional states over a week become more negative across early adolescence, with this decline ceasing by late adolescence (18 years), and stability of daily emotional states increases with age.
“Moreover, in a longitudinal study it was found that average emotional states over a week became more negative across early adolescence but this decline in emotions ceased by late adolescence (18 years of age) (Larson et al., 2002). Stability of daily emotional states also increased with age.”
From Neurocognitive bases of emotion regulation development in adolescence (2015) · cites this paper as Larson et al., 2002
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- Authors
- Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Harvard University (US)
- Loyola University Chicago (US)
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2002-07-01
- Volume
- 73
- Issue
- 4
- Pages
- 1151-1165
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2159650826
- Cited by
- 560
- References
- 70
- Citations by year
- 2026: 10 · 2025: 23 · 2024: 25 · 2023: 36 · 2022: 40 · 2021: 31 · 2020: 28 · 2019: 42 · 2018: 32 · 2017: 27 · 2016: 34 · 2015: 30 · 2014: 39 · 2013: 33 · 2012: 16
- FWCI
- 5.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Commercializations Promotion Agency for R and D Outcomes
- National Institutes of Health (5r01mh053846-03)
- National Institute of Mental Health (R01 MH53846)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Mental Health Research Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- everyday emotions, adolescence, emotional stability, emotional change, life events, psychological adjustment, early adolescence, late adolescence, within-person variability
- MeSH terms
- Adolescent, Psychology, Adolescent, Child, Depression, Emotions, Female, Follow-Up Studies, Humans, Male, Personality Development, Reference Values, Self-Assessment
About these checks
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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