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Emotion Regulation in Adolescent Well-Being and Positive Education

Author

Listed:
  • Lucy Morrish

    (The University of Melbourne)

  • Nikki Rickard

    (The University of Melbourne
    Monash University)

  • Tan Chyuan Chin

    (The University of Melbourne)

  • Dianne Anne Vella-Brodrick

    (The University of Melbourne)

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.

Suggested Citation

  • Lucy Morrish & Nikki Rickard & Tan Chyuan Chin & Dianne Anne Vella-Brodrick, 2018. "Emotion Regulation in Adolescent Well-Being and Positive Education," Journal of Happiness Studies, Springer, vol. 19(5), pages 1543-1564, June.
    • Handle: RePEc:spr:jhappi:v:19:y:2018:i:5:d:10.1007_s10902-017-9881-y
    DOI: 10.1007/s10902-017-9881-y
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    References listed on IDEAS

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    1. Dianne Vella-Brodrick & Nansook Park & Christopher Peterson, 2009. "Three Ways to Be Happy: Pleasure, Engagement, and Meaning—Findings from Australian and US Samples," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 90(2), pages 165-179, January.
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    5. Anat Shoshani & Sarit Steinmetz, 2014. "Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being," Journal of Happiness Studies, Springer, vol. 15(6), pages 1289-1311, December.
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    2. Hao-Chiang Koong Lin & Yi-Cheng Liao & Hung-Ta Wang, 2022. "Eye Movement Analysis and Usability Assessment on Affective Computing Combined with Intelligent Tutoring System," Sustainability, MDPI, vol. 14(24), pages 1-17, December.
    3. Usue de la Barrera & Konstanze Schoeps & José-Antonio Gil-Gómez & Inmaculada Montoya-Castilla, 2019. "Predicting Adolescent Adjustment and Well-Being: The Interplay between Socio-Emotional and Personal Factors," IJERPH, MDPI, vol. 16(23), pages 1-17, November.
    4. Anne Kennes & Johan Lataster & Mayke Janssens & Marianne Simons & Jennifer Reijnders & Nele Jacobs & Sanne Peeters, 2023. "Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention," Journal of Happiness Studies, Springer, vol. 24(2), pages 677-697, February.

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