Emotion Regulation in Adolescent Well-Being and Positive Education

Lucy Morrish, Nikki Rickard, Tan Chyuan Chin, Dianne Anne Vella-Brodrick

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Emotion regulation (ER) becomes increasingly important across adolescent development, and promotes psychological flexibility, resilience and well-being in youth. Positive education programs (PEPs) combine academic training with positive psychology interventions (PPIs) to increase well-being and reduce mental ill-health. Despite considerable overlap between PPIs and ER models, the role and relevance of ER to PEPs remains unclear. This review aimed to evaluate the relationship of ER to PEPs targeting adolescents. First, to evaluate the relationship of ER to domains of well-being targeted by school-based PPIs. Second, to examine whether school-based PPIs can improve adolescents’ ER capacity. Third, to evaluate the role of ER in well-being outcomes of PEPs. Results support the relevance of ER to domains of well-being outlined by the revised PERMA model, including positive emotions, engagement, relationships, meaning, and health. ER can influence the degree to which students benefit from PEP participation. It remains to be determined whether ER capacity is improved as a result of exposure to positive education programs. Findings are limited by the small and heterogeneous group of interventions examined, and the use of inconsistent ER measures. Further research of the role of ER in positive education may contribute to greater understanding of the mechanisms underlying their effectiveness and further promote the psychological well-being of adolescents.

Original languageEnglish
Pages (from-to)1543-1564
Number of pages22
JournalJournal of Happiness Studies
Volume19
Issue number5
DOIs
Publication statusPublished - Jun 2018

Keywords

  • Adolescence
  • Emotion regulation
  • PERMA
  • Positive education
  • Resilience
  • Social emotional learning
  • Well-being

Cite this

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abstract = "Emotion regulation (ER) becomes increasingly important across adolescent development, and promotes psychological flexibility, resilience and well-being in youth. Positive education programs (PEPs) combine academic training with positive psychology interventions (PPIs) to increase well-being and reduce mental ill-health. Despite considerable overlap between PPIs and ER models, the role and relevance of ER to PEPs remains unclear. This review aimed to evaluate the relationship of ER to PEPs targeting adolescents. First, to evaluate the relationship of ER to domains of well-being targeted by school-based PPIs. Second, to examine whether school-based PPIs can improve adolescents’ ER capacity. Third, to evaluate the role of ER in well-being outcomes of PEPs. Results support the relevance of ER to domains of well-being outlined by the revised PERMA model, including positive emotions, engagement, relationships, meaning, and health. ER can influence the degree to which students benefit from PEP participation. It remains to be determined whether ER capacity is improved as a result of exposure to positive education programs. Findings are limited by the small and heterogeneous group of interventions examined, and the use of inconsistent ER measures. Further research of the role of ER in positive education may contribute to greater understanding of the mechanisms underlying their effectiveness and further promote the psychological well-being of adolescents.",
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Emotion Regulation in Adolescent Well-Being and Positive Education. / Morrish, Lucy; Rickard, Nikki; Chin, Tan Chyuan; Vella-Brodrick, Dianne Anne.

In: Journal of Happiness Studies, Vol. 19, No. 5, 06.2018, p. 1543-1564.

Research output: Contribution to journalArticleResearchpeer-review

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