情绪调节效应的发展_一个V型发展趋势_英文_邓欣媚
关于调节情绪方法的英语作文
关于调节情绪方法的英语作文Emotional regulation is an essential skill that everyone needs to develop in order to navigate the ups and downs of life successfully. Learning how to manage and control our emotions can help us maintain healthy relationships, make better decisions, and improve our overall well-being.情绪调节是每个人都需要发展的基本技能，以便成功地应对生活中的起起伏伏。
学习如何管理和控制我们的情绪可以帮助我们维持健康的关系，做出更好的决定，改善我们的整体幸福感。
There are several effective strategies for regulating emotions, and different techniques work for different people. One common method is mindfulness, which involves staying present in the moment and being aware of our thoughts and feelings without judgment.有几种有效的情绪调节策略，不同的技术适合不同的人。
一种常用的方法是正念，它涉及保持当下的存在，并且意识到我们的思绪和感受而不带有评判。
Another helpful approach is cognitive restructuring, which involves challenging and changing the negative thought patterns that contribute to our emotional distress. By replacing these negative thoughts with more positive and realistic ones, we can improve our outlook and emotional state.另一个有帮助的方法是认知重建，它涉及挑战和改变导致我们情绪困扰的负面思维模式。
积极情绪对心理旋转的影响：趋近动机的调节效应
积极情绪对心理旋转的影响：趋近动机的调节效应崔丽霞张玉静肖晶张钦(首都师范大学心理系, 北京市“学习与认知”重点实验室, 北京 100048)实验介绍在Gable和Harmone-Jones提出的动机维度模型的基础上，采用行为的和认知的情绪诱发手段，研究趋近动机强度不同的积极情绪对复合字母刺激心理旋转整体优先效应的影响。
积极情绪是一个包含着愉悦体验、面部、身体表情、认知评价、特别是包含行为趋向和动机等多种成分的有意识的心理活动过程。
心理旋转是以心理表象为基础的一种将想象中的自我或客体进行旋转表征的能力，是对表象的旋转操作，它很可能是从感知到思维的过渡环节。
趋近动机指的是一种朝向目标的驱力或行为倾向。
本文着重探讨的是与积极情绪相联系的趋近动机。
实验一采用微笑的面部表情配合三种身体姿势(前倾、挺直和后倚)分别诱发高中低三种趋近动机强度不同的积极情绪；实验二采用金钱激励延迟范式作为情绪诱发手段，增加中性情绪对比条件。
实验一1.假设针对实验一的假设是积极情绪趋近动机强度是心理旋转整体优先效应的调节变量，趋近动机较低时整体优先效应保持或增强，趋近动机较高时整体优先效应减弱或消失。
2.被试取样方法某高校非心理学专业本科生及研究生31名，根据实验访谈结果和数据分析结果，剔除2名未按指导语做的被试和1名平均正确率在 80%以下的被试数据。
进入数据分析的被试为28名，平均年龄(22.15±3.01)岁，13名男生，15名女生。
无弱视或斜视等视力问题，均为右利手，未参加过类似实验，实验后得到10元报酬。
3.实验设计采用4(旋转角度：0 度/60度/120度/180度)×3(身体姿势：前倾/直立/后倚)×2(任务类型：大字母/小字母)三因素被试内实验设计。
要求被试将大小字母旋转到正立位置后，判断大字母或小字母是正像还是镜像。
旋转角度、趋近动机强度、任务类型三个自变量均为被试内变量，因变量为被试的反应时(ms)和正确率(%)。
英语作文怎么调整情绪的
英语作文怎么调整情绪的英文回答：Emotional regulation is the ability to manage and control our emotions in healthy and adaptive ways. It allows us to stay calm and collected even in stressful situations and to respond to our feelings in a way that doesn't damage our relationships or our overall well-being.There are many different ways to regulate our emotions. Some common strategies include:Identifying and labeling our emotions. The first step to managing our emotions is to identify what we're feeling. Once we can name our emotions, we can start to understand them and develop strategies for dealing with them.Challenging our negative thoughts. Negative thoughts can often lead to negative emotions. By challenging these thoughts and replacing them with more positive ones, we canchange the way we feel.Using relaxation techniques. Relaxation techniques, such as deep breathing and meditation, can help to calm us down and reduce stress.Getting enough sleep. When we're sleep-deprived, we're more likely to experience negative emotions. Getting enough sleep can help us to regulate our emotions and feel more positive.Eating a healthy diet. Eating a healthy diet can help to improve our overall health and well-being, which can also lead to improved emotional regulation.Exercising regularly. Exercise can help to reduce stress and improve our mood.Spending time in nature. Spending time in nature has been shown to have a calming effect on our emotions.Connecting with others. Social support can help us tofeel more connected and less alone. Spending time withloved ones can help us to regulate our emotions and feel better about ourselves.Emotional regulation is a skill that takes time and practice to develop. However, by using the strategieslisted above, we can all learn to manage our emotions in a healthy and adaptive way.中文回答：如何调节情绪。
调节情绪的方法英语作文初二上册
调节情绪的方法英语作文初二上册Dealing with emotions is an essential part of life for everyone. When it comes to regulating emotions, there are several methods that can be beneficial. One of the most effective ways to regulate emotions is through mindfulness and meditation. Practicing mindfulness canhelp individuals become more aware of their emotions and can provide them with the necessary tools to manage them. 与情绪打交道是每个人生活中至关重要的一部分。
在调节情绪方面，有几种方法可以帮助。
其中，通过正念和冥想是调节情绪最有效的方式之一。
练习正念可以帮助个人更加意识到自己的情绪，并为他们提供必要的工具来管理情绪。
In addition to mindfulness and meditation, physical exercise can also play a significant role in regulating emotions. Engaging in regular physical activity has been shown to reduce stress and anxiety, and can promote a more positive mood. This can be achieved through various forms of exercise such as running, swimming, yoga, or even just taking a walk. 除了正念和冥想之外，体育锻炼也可以在调节情绪中发挥重要作用。
情绪调节管理英语作文
情绪调节管理英语作文English:Emotional regulation is an essential skill for maintaining mental and emotional well-being. It involves the ability to recognize, understand, and effectively manage one's emotions in different situations. There are several strategies that can be helpful in emotional regulation, such as mindfulness meditation, deep breathing exercises, cognitive reappraisal, and seeking social support. Mindfulness meditation can help individuals become more aware of their emotions and prevent them from being overwhelmed by them. Deep breathing exercises have been shown to reduce stress and anxiety, allowing individuals to better regulate their emotions. Cognitive reappraisal involves reframing a situation in a more positive light, which can help change the emotional response. Seeking social support can provide comfort and perspective when dealing with challenging emotions. Overall, emotional regulation is an ongoing process that can be developed and improved with practice, leading to better overall mental health and a higher quality of life.Translated content:情绪调节是维持心理和情绪健康的重要技能。
心理学研究情绪调节的发展与方法
心理学研究情绪调节的发展与方法情绪调节是心理学中一个重要的研究领域，它关注的是个体在面对各种情绪刺激时，如何调节和管理自己的情绪反应。
随着心理学研究的不断发展，情绪调节的研究方法也在不断创新和完善。
本文将探讨情绪调节的发展与方法。
一、情绪调节的发展情绪调节的研究可以追溯到心理学的早期阶段。
早期的研究主要集中在情绪的表达和情绪经验方面，如弗洛伊德的精神分析理论和詹姆斯-朗格理论。
这些理论强调了情绪的个体差异以及情绪体验对个体行为的影响。
随着心理学的发展，情绪调节的研究逐渐从情绪经验转向情绪调节策略的研究。
情绪调节策略是个体在面对情绪刺激时，采取的一系列心理和行为上的应对方式。
研究发现，不同的情绪调节策略对个体的情绪体验和心理健康有着不同的影响。
二、情绪调节的方法1. 自我报告法自我报告法是最常用的情绪调节研究方法之一。
研究者通过问卷、日记等方式，让被试者自我报告他们在面对情绪刺激时所采取的调节策略。
这种方法的优势在于可以直接了解被试者的主观体验和自我评价，但也存在主观性和记忆偏差等问题。
2. 生理指标法生理指标法通过测量个体的生理反应来研究情绪调节。
例如，通过测量心率、皮肤电导等生理指标，可以了解个体在不同情绪调节策略下的生理反应差异。
这种方法的优势在于客观性较高，但也存在技术要求高和数据解读复杂等问题。
3. 神经影像法神经影像法是近年来兴起的一种情绪调节研究方法。
通过使用功能性磁共振成像（fMRI）等技术，研究者可以观察个体在不同情绪调节任务下大脑活动的变化。
这种方法的优势在于可以直接观察大脑的活动情况，但也存在成本高和数据解读复杂等问题。
4. 实验方法实验方法是情绪调节研究中常用的方法之一。
研究者通过设计实验任务，控制情绪刺激和情绪调节策略，来观察个体的情绪调节效果。
这种方法的优势在于可以控制实验条件，但也存在实验环境与真实生活情境的差异等问题。
三、未来发展方向随着科技的不断进步和心理学研究的深入，情绪调节的研究方法也将不断创新和完善。
情绪调节的发展过程与发展阶段
情绪调节的发展过程与发展阶段情绪调节是指个体在面对不同情境时，通过认知、情感和行为的相互作用，对自身情绪状态进行调整和管理的过程。
这个过程始于个体出生时，随着年龄的增长，经历了不同的发展阶段和独特的发展过程。
在本文中，我们将探讨情绪调节的发展过程以及不同阶段的特征和发展重点。
婴儿期是情绪调节发展的重要阶段。
在出生后的头几个月，婴儿对于情绪的直接经验较少，主要通过生理需求与环境的互动来调节情绪。
例如，他们会哭泣来表达饥饿、疼痛或寂寞。
随着时间的推移，婴儿会逐渐学会使用更多的非语言行为来表达情绪，如微笑、挥手和对母亲的拥抱。
这一阶段的重点是培养婴儿与主要照顾者的亲密关系，并通过传递情感和满足基本需求来建立安全感。
幼儿期是情绪调节能力迅速发展的时期。
在这个阶段，孩子逐渐学会识别和命名不同的情绪，并开始发展情绪的自我调节能力。
例如，他们可能会尝试通过深呼吸或闭上眼睛来平静自己。
此外，他们还可以通过与其他孩子一起玩耍和分享玩具来处理自己的情绪。
在这一阶段，培养孩子的自理能力、正向的社交互动和情绪表达方式是关键。
青少年期是情绪调节发展的关键时期。
在这个阶段，青少年常常面临着身体和心理上的巨大变化，情绪波动也十分明显。
他们经历的发展任务包括建立个人身份、独立性和自我控制能力。
青少年开始了解情绪和思维之间的关系，并学会使用适当的策略来管理情绪，如与朋友交流、参与体育活动或追求兴趣爱好。
父母、老师和同伴的支持和引导对青少年情绪调节的发展至关重要。
成年期是情绪调节能力更加成熟的时期。
随着生活经历和社会责任的增加，成年人对情绪的了解更加深入，并学会更有效地管理自己的情绪。
例如，他们会主动采取积极的面对策略，如运动、瑜伽或冥想来应对压力和负面情绪。
此外，成年人还能够在工作和家庭中更好地处理冲突，保持情绪稳定，并与他人建立更良好的关系。
在这一阶段，个体可以通过自我反思和寻求专业帮助来不断提升情绪调节能力。
总结而言，情绪调节是一个与年龄相关的发展过程。
情绪调节自我效能感_一个新的研究主题
心理科学进展 2010, Vol. 18, No. 4, 598–604 Advances in Psychological Science598情绪调节自我效能感：一个新的研究主题*汤冬玲 董 妍 俞国良 文书锋(中国人民大学心理学系, 北京 100872)摘 要 情绪调节自我效能感是个体对能否有效调节自身情绪状态的一种自信程度, 它会直接或间接影响各种社会心理功能。
目前, 已经就情绪调节自我效能感与主观幸福感、抑郁、压力应对等方面开展了相应的实证研究, 结果表明情绪调节自我效能感与心理健康关系密切。
此外, 有研究表明, 在不同文化中, 情绪调节自我效能感在结构上略有差异, 在功能上相似。
情绪调节自我效能感作为一个新的研究领域具有广阔的前景。
关键词 情绪调节; 自我效能感; 心理健康 分类号 B8481 引言情绪状态标志着个体适应环境时的生物性动力状态, 每一种情绪都代表着某种适应动力(郭小艳, 王振宏, 2007)。
鉴于积极情绪与消极情绪的不同社会心理功能, 我们需要强调主动进行情绪调节的积极作用, 通过调节情绪发挥积极情绪的正向功能, 减少消极情绪带来的负面影响。
情绪调节是目前国内外情绪研究中的热点问题, 认为它是社会胜任力和心理健康中不可或缺的过程。
人们逐渐认识到情绪调节在人类自身发展与变化中的作用, 特别是对个体的认知活动效果的作用(Ashby, Isen, & Turken, 1999)。
越来越多的研究也证实了情绪调节对注意、记忆、认知、动机等过程的影响(李静, 卢家楣, 2007), 同时, 大量研究发现情绪调节的失败会导致情绪与社会心理方面的机能障碍。
例如, 许多临床障碍如物质滥用、广泛性焦虑障碍、复杂的创伤后应激障碍、蓄意自我伤害以及攻击行为等都是由于情绪调节功能减弱导致的(侯瑞鹤, 俞国良, 2006; 王力, 柳恒超, 李中权, 杜卫, 2007)。
情绪调节理论一直致力于发现作用于情绪与行为之间关系的影响因素, 自我效能感便是其中一个重要的调节因素(Heuven, Bakker, Schaufeli, & Huisman, 2006)。
英语作文调节情绪
英语作文调节情绪In today's fast-paced world, emotion regulation has become an integral part of maintaining a healthy and balanced lifestyle. Among various techniques available to us, English writing stands out as a unique and effectivetool that can help us navigate through emotional challenges. The art of expressing oneself through written words notonly allows us to organize our thoughts but also acts as a medium for self-reflection and catharsis.Firstly, English writing serves as a powerful outletfor emotions. When we are faced with situations that evoke strong emotions, writing about them in English can help us externalize our feelings and gain a deeper understanding of what we are experiencing. By putting our thoughts and feelings into words, we are able to process them more objectively and gain clarity about our emotional state.Moreover, writing in English can be therapeutic. It provides a safe space where we can explore our emotions without fear of judgment or criticism. As we write, we are able to release pent-up emotions and find solace in the knowledge that we are not alone in our struggles. The actof writing itself acts as a form of self-care, allowing usto take a step back from our emotions and gain perspective. English writing also fosters creativity and self-expression. Through writing, we can create stories, poems,or essays that reflect our unique perspectives and emotions. This creative process not only helps us to express ourinner world but also acts as a form of emotional regulation. By transforming our emotions into creative works, we are able to gain a sense of control over our emotions and finda sense of purpose and fulfillment.Additionally, English writing improves our emotional intelligence. As we write about different emotional scenarios, we become more attuned to the nuances of human emotions. This enhanced emotional awareness allows us to better understand our own emotions as well as the emotionsof others. Over time, this improves our ability to manage our emotions effectively in real-life situations.In conclusion, English writing is a powerful tool for emotion regulation. It provides us with a medium to externalize and process our emotions, acts as a therapeutic outlet, fosters creativity and self-expression, andimproves our emotional intelligence. By harnessing thepower of English writing, we can better navigate through emotional challenges and maintain a healthy and balanced lifestyle.**英语作文调节情绪的力量**在当今快节奏的生活中，情绪调节已成为维持健康平衡生活方式的重要组成部分。
英文作文调节情绪
英文作文调节情绪英文：When it comes to regulating emotions, there are a few strategies that I find helpful. First, I try to identify the root of my emotions. Am I feeling angry because of something someone said or did? Am I feeling anxious because of a looming deadline? Once I understand the cause of my emotions, I can start to work on addressing them.Another strategy I use is to practice mindfulness. This involves focusing on the present moment and acknowledging my thoughts and feelings without judgment. By doing this, I can observe my emotions without getting swept up in them.Additionally, I find it helpful to talk to someone I trust about how I'm feeling. Sometimes just verbalizing my emotions can help me process them and gain a new perspective.Ultimately, it's important to remember that regulating emotions is a process and it takes time and practice. It's okay to have bad days and to struggle with managing emotions. The key is to keep trying and to be kind to yourself in the process.中文：当涉及到调节情绪时，我发现有一些策略很有帮助。
调节情绪英语作文结尾
Emotional Regulation: A Path to Inner Peace In the fast-paced world we live in, emotionalregulation has become a crucial skill. It is the ability to manage one's emotions effectively, rather than being controlled by them. Mastering this skill can lead to improved mental health, better relationships, and increased productivity. However, it is not always easy to regulate our emotions, especially when faced with challenging situations.One of the first steps in emotional regulation is to recognize our emotions. We need to be aware of what we are feeling and why. This awareness allows us to take a step back and assess the situation objectively. It helps us to differentiate between a temporary emotional reaction and a longer-term emotional state.Once we have recognized our emotions, the next step is to accept them. Emotions are a natural response to stimuli, and it is okay to feel them. However, we need to learn to accept our emotions without letting them overtake us. This acceptance leads to a sense of calmness and control.Another effective strategy for emotional regulation is to engage in activities that promote relaxation and positivity. Exercise, meditation, and art therapy are just a few examples. These activities help to shift our focus from negative emotions to more positive ones. They also release endorphins, which are natural mood boosters.In addition to individual strategies, it is also beneficial to seek support from others. Talking to atrusted friend or family member can often help us to gain perspective on our emotions. Sometimes, simply sharing our feelings can lead to a sense of relief and understanding. Finally, it is important to remember that emotional regulation is a skill that takes time and practice to develop. It is not something that we can achieve overnight. However, with persistence and dedication, we can gradually improve our ability to manage our emotions effectively.Emotional regulation is not just about suppressing negative feelings; it is about understanding and accepting our emotions while actively seeking healthy ways to cope with them. By practicing these strategies, we can create a more balanced and fulfilling life for ourselves.**情绪调节：通往内心平静的道路**在我们生活的快节奏世界中，情绪调节已经成为一项至关重要的技能。
调节情绪的作文英语八下
调节情绪的作文英语八下English:Emotional regulation is a crucial skill that everyone must learn in order to navigate the ups and downs of life effectively. It involves the ability to recognize, understand, and manage one's emotions in a healthy and constructive way. One way to regulate emotions is through self-awareness, which means being able to identify what you are feeling in the moment. This can be done through mindfulness practices such as deep breathing, meditation, or journaling. Another important aspect of emotional regulation is the ability to express emotions in a healthy manner. Bottling up emotions can lead to pent-up frustration and resentment, while lashing out impulsively can damage relationships. Finding a balance between expressing emotions and maintaining control is key. Additionally, developing healthy coping mechanisms such as exercise, hobbies, or talking to a trusted friend can help regulate emotions effectively. It is also important to challenge negative thought patterns and reframe them in a more positive light. By practicing emotional regulation techniques consistently, individuals can improve their mental well-being and overall quality of life.Translated content:情绪调节是每个人都必须学会的重要技能，以有效地应对生活中的起起伏伏。
情绪调整 英文作文
情绪调整英文作文英文：Emotional regulation is an important skill that everyone should have. It helps us to manage our emotions in a healthy way and avoid negative consequences. There are several strategies that I use to regulate my emotions.Firstly, I practice mindfulness. This means that I try to stay present in the moment and focus on my thoughts and feelings without judgment. When I feel overwhelmed, I take a few deep breaths and try to calm myself down. This helps me to avoid reacting impulsively and making decisions that I might regret later.Secondly, I talk to someone I trust. Sometimes, just talking about my feelings can help me to process them and gain a new perspective. It’s important to choose someone who will listen without judgment and offer support.Finally, I engage in activities that I enjoy. For me, this might mean going for a run, listening to music, or spending time with friends. These activities help me torelax and feel more positive.中文：情绪调节是每个人都应该具备的重要技能。
调节情绪的方法英语作文
调节情绪的方法英语作文In the fast-paced world we live in, managing emotions effectively is crucial for maintaining mental well-being and achieving success. Emotions, being the driving force behind our actions and reactions, can either propel us towards positive outcomes or drag us down into negativity. Therefore, it's imperative to have a toolbox of strategies that help us regulate our emotions in healthy ways.One effective method for managing emotions is through the practice of mindfulness. Mindfulness involves being aware of one's thoughts, feelings, and surroundings without judgment. By taking a moment to pause and observe our emotions, we can gain a better understanding of what's triggering them and how to respond appropriately. Mindful breathing, where we focus on our breath and the sensation of inhaling and exhaling, can help calm the nervous system and reduce stress levels.Another strategy is the use of positive affirmations. Positive affirmations are statements that we repeat to ourselves to counter negative thoughts and boost self-esteem. By repeating positive affirmations such as "I canhandle this" or "I am capable and strong," we can shift our mindset towards a more optimistic and resilient one.Physical activities like exercise and yoga are also excellent ways to manage emotions. Exercise releases endorphins, the "happy hormones," which help improve mood and reduce stress. Yoga, on the other hand, combinesphysical movement with breath work and meditation, allowing us to connect with our bodies and minds in a deeper way, promoting relaxation and balance.In addition, maintaining social connections is crucial for emotional regulation. Having a support system offriends and family who understand and care for us can provide a sense of security and belongingness. Sharing our feelings and struggles with them can help us gain perspective and gain valuable insights into our emotions.Moreover, practicing gratitude can help us focus on the positive aspects of our lives and appreciate the littlejoys that often go unnoticed. By writing down three things we are grateful for each day or keeping a gratitude journal, we can cultivate an attitude of thankfulness that will help us stay positive and upbeat even during challenging times.Lastly, it's important to give ourselves permission to feel our emotions fully without suppressing or ignoring them. Acknowledging and accepting our emotions is the first step towards understanding them and finding healthy ways to express them. We should also allow ourselves to have moments of vulnerability and seek help when needed.In conclusion, managing emotions effectively is a skill that can be developed over time with practice and dedication. By incorporating strategies like mindfulness, positive affirmations, physical activities, maintaining social connections, practicing gratitude, and allowing ourselves to feel our emotions fully, we can create a more balanced and fulfilling life.**情绪调节方法在日常生活中的重要性**在快节奏的生活中，有效地管理情绪对于维护心理健康和实现成功至关重要。
心理学研究情绪调节的发展与方法
心理学研究情绪调节的发展与方法在我们的日常生活中，情绪如影随形，有时它像阳光般温暖，有时又像暴风雨般猛烈。
无论是喜悦、愤怒、悲伤还是恐惧，情绪的起伏变化都深刻地影响着我们的思维、行为和身心健康。
而心理学领域对于情绪调节的研究，就像是为我们在情绪的海洋中航行点亮了一盏明灯，指引着我们更好地掌控自己的内心世界。
情绪调节并非是一个新生的概念，其发展历程可以追溯到很久以前。
早期的心理学研究主要关注情绪的本质和分类，随着时间的推移，研究者们逐渐意识到，仅仅了解情绪的类型是远远不够的，更重要的是如何有效地管理和调整这些情绪。
于是，情绪调节的研究应运而生。
在过去的几十年里，心理学研究在情绪调节领域取得了显著的进展。
从最初的理论探讨到如今的实证研究，从单一的方法到多元化的综合研究，情绪调节的研究不断深入和拓展。
早期的理论模型主要强调个体内部的认知过程对情绪调节的作用，认为通过改变对事件的认知评价，可以有效地调整情绪反应。
而随着研究的推进，社会文化因素、生理机制以及个体的发展阶段等也被纳入到情绪调节的研究框架中。
在情绪调节的发展过程中，不同的理论流派也相继涌现。
例如，精神分析学派关注潜意识中的冲突对情绪调节的影响；行为主义学派则强调环境刺激和行为反应之间的关系，通过改变行为来调节情绪；认知行为学派则综合了认知和行为的观点，认为通过改变不良的思维模式和行为习惯，可以实现情绪的有效调节。
这些理论流派虽然观点各异，但都为情绪调节的研究提供了丰富的视角和理论基础。
那么，什么是情绪调节呢？简单来说，情绪调节是指个体通过一定的策略和机制，对自身的情绪体验、表达和生理反应进行管理和控制的过程。
它既包括对积极情绪的增强和维持，也包括对消极情绪的减轻和消除。
情绪调节的能力并非天生就具备的，而是在个体的成长过程中逐渐发展和形成的。
情绪调节的方法多种多样，常见的有认知重评、表达抑制、注意转移、情绪宣泄等。
认知重评是指改变对引发情绪事件的理解和解释，从而改变情绪反应。
情绪调节效应的发展_一个V型发展趋势_英文_邓欣媚
Up- and Down-regulation from Early Adolescence to Early Adulthood:A V-shape Developmental Trajectory*Deng Xinmei 1 Sang Biao **2,3(1 Department of Psychology, Shenzhen University, Shenzhen, 518060)(2 School of Psychology and Cognitive Science, East China Normal University, Shanghai, 200062)（3 School of Preschool and Special Education, East China Normal University, Shanghai, 2000620）Abstract Adolescence is considered as a time full of “storm and stress”. Numerous studies suggested that emotion regulation improves with age. While previous studies typically examined the developmental change of negative emotion regulation within a specific period, few studies considered regulation effect of both positive and negative emotions in a transitional period. To address this issue, one hundred and seven participants (35 young adolescents, range=13~15 years old; 37 old adolescents, range=16~18 years old; 35 young adults, range=20~29 years old) were examined for their up- and down-regulation of positive, neutral, and negative emotional stimuli. Results showed that considering the differences of emotion regulation effect among three age groups, a drop-down phenomenon was found in the old adolescents group. Specifically, old adolescents’ emotion regulation effect was the worst, while young adults’ was the best.Key words emotion regulation development, regulatory strategy, regulation effect, V-shape developmental trajectory, adolescents*This study was supported by the National Natural Science Foundation of China [No.31371043].** Corresponding Author: Sang Biao. E-mail: bsang@1 IntroductionFrom early adolescence to early adulthood, adolescents encounter various challenges leading to relatively extreme emotional experiences （Deng, Sang, & Luan, 2013）, therefore, they have a relatively high requirement for emotion regulation (Larson, Moneta, Richards, & Wilson, 2002). Figuring out how emotional regulatory processes develop during this important transitional period will facilitate the understanding of emotional development and potential applications in the field of education.Recent studies have suggested that emotion regulation improves with age (Hay & Diehl, 2011; Larcom & Isaacowitz, 2009; Sang, Deng, & Luan, 2014). Previous study found that adolescents showed more and more effective in emotion regulation according to theinstruction cues in the laboratory setting. When instructed to reappraising negative emotions in another way, adolescents reported significantly decrease in negative experience (Silvers et al., 2012). Usage of different regulatory strategies increases spontaneously during adolescence (Garnefski & Kraajj, 2006). Adolescents become much more flexible in their choice and usage of adaptive strategies to regulate emotions. They also become more socially competent (Griffith, Dubow, & Ippolito, 2000).However, previous studies mainly focused on changes of individuals within a specific period (such as childhood, adolescence or adulthood). For example, life-span studies indicate that older adults move out of highly negative states more readily than younger adults (Hay & Diehl, 2011). Due to the increasing stress of academicDOI:10.16719/ki.1671-6981.2015.03.014595 Deng Xinmei et al. :Up- and Down-regulation from Early Adolescence to Early Adulthood: A V-shape Developmental Trajectoryand interpersonal challenges, adolescents use more problem-focused coping strategies in response to stress as they age (Griffith, Dubow, & Ippolito, 2000). However, few studies have explored the transitional period from adolescence to adulthood.Given the significant changes that emerge during the transition from adolescence to adulthood, the present study extended the age range of participants to capture the whole picture of emotion regulation development from early adolescence to early adulthood. Also, the present study addresses the developmental improvement by investigating the effect of emotion regulation -- when adolescents were instructed to use certain emotional regulatory strategies, how much did their emotion experience change? The magnitude of emotion regulation effects was measured as the difference between regulation and non-regulation (Langeslag & V an Strien, 2010).2 Method2.1 ParticipantsThe experiment was administered in Shanghai, China. Participants were 35 junior high school students (22 male, 13 female; M=14.06, SD=.42, range=13~15 years old), 37 high school students (13 male, 24 female; M=16.56, SD=.56, range=16~18 years old), and 35 adults (9 male, 26 female; M=23.60, SD=1.96, range=20~29 years old). Before participating in the study, parents of the participants and participants themselves were thoroughly introduced to the experiment and all of them gave written informed consents.2.2 ProcedureThe experiment employed a 3 (Age: Young Adolescents vs. Older Adolescents vs. Young Adults, between subject) × 3 (Emotional Stimulus: Positive vs. Negative vs. Neutral, within subject) × 3 (Emotional Regulatory Strategy: Up-regulation vs. Down-regulation vs. Non-regulation, within subject) mixed design.The present study utilized the Reactivity and Regulation-Image Task (REAR-I Task) to explore the development of emotion regulation effect. This task has been shown to successfully examine emotion regulation in a broad age range in numerous prior studies (Langeslag et al., 2012; Silvers et al., 2012). One hundred thirty five pictures (45 positive, 45 negative, and 45 neutral) were obtained from the Chinese Affective Picture System and appropriate for adolescents (Bai, Ma, Huang, & Luo, 2005).During orientation, participants were trained on task procedures. They were told that in the coming experiment, they would watch several pictures that may arouse different emotions, and they needed to regulate their emotions according to the instruction on screen. Then participants received training on the usage of up- and down-regulation. Specifically, they were introduced to the definition of two types of emotional regulatory strategy. Secondly, the examiner gave each participant a list of samples of the two types of regulation, and thoroughly explained the usage of up- and down- regulation to ensure that these were properly understood. After ensuring participants had learned the usage of up-regulation and down-regulation, the experiment began. Examiners were postgraduate students, all trained for consistency of instruction prior to the study.Participants practiced 9 trials before taking part in the actual experimental task. During each of the 135 main trials, participants used the strategy indicated by the instruction (up-regulation, down-regulation, and non-regulation) while viewing a unique picture. Each trial comprised four slides (see Figure 1): first shown on screen for two seconds was the instruction of which emotional regulatory strategy to be used in response to the picture to follow (“↑Up-Regulation↑”/ “↓Down-Regulation↓”/ “Look”). Next, one positive, negative, or neutral picture was shown for four seconds. The participant was told to regulate his/ her emotion during these 4 seconds using the required strategy. Third, the participant was asked to rate his/her current intensity of emotion on a 4-point scale (1=have very weak emotion, 4=have very strong emotion). Finally there was a two-second interval.3 Results3.1 Manipulation CheckWe analyzed the validity of the emotional stimuli by examining differences among positive emotional stimuli non-regulation, neutral emotional stimuli non-regulation, and negative emotional596心 理 科 学Figure 1. Procedure of Each Trialstimuli non-regulation. In addition, validity of the emotion regulation instruction was analyzed by examining differences among negative emotional stimuli up-regulation, negative emotional stimuli non-regulation, and negative emotional stimuli down-regulation. To confirm that participants responded differently to emotional stimuli and neutral stimuli, t tests were performed to compare self-reported emotion experience in positive emotional stimuli non-regulation, neutral emotional stimuli non-regulation, and negative emotional stimuli non-regulation trials. As expected, participants reported greater levels of emotion experience to emotional stimuli (positive and negative) versus neutral stimuli, both p values < .001. To ensure that three types of emotional regulatory strategies have a consistent and valid effect across different emotional conditions, t tests were performed to compare self-reported emotion experience in negative emotional stimuli up-regulation, negative emotional stimuli non-regulation, and negative emotional stimuli down-regulation trials. As expected, compared with non-regulation, participants reported stronger emotion intensities when they used up-regulation and weaker emotion intensities when they used down-regulation, both p values < .001.3.2 Effect Sizes of Different Regulatory StrategiesWe investigated this question using ANOV A to test emotion regulation effect with the factors Age group (Young Adolescents vs. Older Adolescents vs. Young Adults) × Emotional Stimulus (Positive vs. Negative vs. Neutral) × Emotional Regulatory Strategy (Up-regulation vs. Down-regulation vs. Non-regulation). In addition, we computed effect sizes (Cohen' s d) of the regulatory strategies so as to compare the magnitude of emotion regulation effects in different age groups. The magnitude of emotion regulation effects was calculated as the difference between regulation (up- and down-regulation) and non-regulation.There was a significant main effect of Emotional Regulatory Strategy, F(2, 26) = 722.32, p < .001. Compared with non-regulation, participants reported stronger emotions when they used up-regulation and weaker emotions when they used down-regulation, both p values < .001. There was also a significant Emotional Stimulus × Emotional Regulatory Strategy interaction, F(4, 26) = 36.64, p < .001. The differences between up-regulation and non-regulation were significant in all conditions, p < .001. The differences between down-regulation and non-regulation were only significant in the positive and negative stimulus condition, p < .001, but not597Deng Xinmei et al. :Up- and Down-regulation from Early Adolescence to Early Adulthood: A V-shape Developmental TrajectoryTable 1. Emotion Regulation Effects Among Different Age Groups.Note. Cohen’d is computed as (M ER - M No-ER )/√(SD ER + SD No-ER )/2. For example, effect size of positive emotion up-regulation = (M Positive Emotion Up-ER - M PositiveEmotion No-ER )/√(SD Positive Emotion Up-ER + SD Positive Emotion No-ER ）/2.significant in the neutral stimulus condition.As expected, a significant Emotional Stimulus × Emotional Regulatory Strategy × Age interaction was also found, F (8, 26) = 3.53, p < .001. A V-shaped developmental trajectory was observed in the emotion regulation effect across the three age groups, with a dipappearing in the old adolescents group (see Figure 2 and Table 1). That is, compared with young adolescents and young adults, old adolescents ’ effect sizes of up- and down-regulation were the smallest (around .2, in both emotional conditions). Overall, effect sizes of youngadults were the largest among the three age groups.Figure 2. Different Regulatory Strategies under Different Emotional Stimulus among Age Groups.Note. Error bar indicates ±2 standard error of the mean. * indicates a significant age difference of emotional regulatory strategy at .05 level.4 DiscussionUnderstanding emotion regulation development from early adolescence to early adulthood gives important insights into the nature of social development during adolescence, with implications for later life (Gao, Liu, Ding, & Guo, 2010; Luo, Wang, Zhang, & Shen, 2010). The present study aims to enrich the literature of emotion regulation by extending the age range under research to a transitional period. The results of this study are consistent with previous research finding that adults ’ emotion regulation is better than adolescents ’ (Deng et al., 2013). However, our results offer the intriguingfinding that emotion regulation appears to develop not via a linear trajectory, but via a V-shaped trajectory from early adolescent to early adulthood, with old adolescents showing the worst emotion regulation effects and young adults the best.Our finding accords with Robert Kegan ’s argument that development is a spiral rather than linear process, rebalancing between two sides (communion and agency) continuously while evolving into a bigger framework (Kegan, 1982). During development, adolescents rebalance between communion with others and self-agency. Also, Liu (2007) found that implicit positive regulation attitude drops significantly and2222598心 理 科 学implicit negative regulation attitude increases from early adolescence to early adulthood. This means that Chinese adolescents increasingly hold the implicit idea that emotion should NOT be regulated, while old adolescents’ stronger implicit attitude influences their automatic emotion regulation. Taken together, old adolescents hold more implicit negative attitudes toward emotion regulation and have higher motivation to explore alternatives. So they are willing to take the chance of experiencing their immediate and “true”feelings in order to venture a fuller exploration of the self, which may influence their automatic emotion regulation. However, when entering adulthood, with higher emotion regulatory ability, decreased impulses toward “rebellion”and deepened socialization, adults show a relatively high level of self-commitment but a relatively low level of emotional exploration, as compared to adolescents (Meeus, 2012).Furthermore, there are many important factors which influence the developmental trajectory of emotion regulation and make it a spiral development process (Zhao, Zhang, & Zhou, 2014). For example, the development of emotional ability is not a linear process. Older adolescents might represent another period of change in the ability of down-regulation. Prior research suggested that the regulatory ability of adolescents increased with age significantly between 10 and 16. However, the increased tendency was not significant any more after 16 (Silvers et al., 2012). With this, the V-shape development of adolescents’ emotion regulation might arise from the spiral development of emotional ability.Taken together, our results suggest the importance of understanding emotion regulation development not only from the linear perspective, but also having a more complex development trajectory.5 Limitations and Future DirectionThe present study utilized a cross-sectional design to examine the development of different emotional regulatory strategies in young adolescents, old adolescents, and early adults. This study cannot account for the within-individual changes of emotion regulation. Intriguing prospects for future research will be examining within-individual changes of emotion regulation -- the real developmental trajectories. Additional age groups and implement methods that allow measuring individual changes during each phases of adolescence might be a promising direction for future research. Furthermore, longitudinal design is necessary and a promising way to determine whether the V-shape development trajectory of emotion regulation in this study correspond to intra-individual changes as people grow older. It would extend our findings and explore the developmental mechanism of emotion regulation processes, especially for the V-shaped developmental trajectory of emotion regulation in the transitional period.ReferencesBai, L., Ma, H., Huang, Y. X, & Luo, Y. J. (2005). The development of native Chinese affective picture system-a pretest in 46 college students. Chinese Mental Health Journal, 19, 719-722.Cohen, J. (1998). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.Deng, X. M., Sang, B., & Luan, Z. Y. (2013). The up- and down-regulation of daily emotion: An experience sampling study of adolescents' regulatory tendency and effectiveness. Psychological Reports, 113, 552-565.Gao, P. X., Liu, H. J., Ding, N., & Guo, D. J. (2010). An Event-related-potential study of emotional processing in adolescence. Acta Psychologica Sinica, 42, 342-351.Garnefski, N., & Kraajj, V. (2006). Relationship between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40, 1659-1669. Griffith, M. A., Dubow, E. F., & Ippolito, M. F. (2000). Developmental and cross situational differences in adolescents' coping strategies. Journal of Youth and Adolescence, 29, 183-204.Hay, E. L., & Diehl, M. (2011). Emotion complexity and emotion regulation across adulthood. European Journal of Aging, 8, 157-168.Langeslag, S. J. E, & Van Strien, J. W. (2010). Comparable modulation of the late positive potential by emotion regulation in younger and older adults. Journal of Psychophysiology, 24, 186-197.Larcom, M. J., & Isaacowitz, D. M. (2009). Rapid emotion regulation after mood induction: Age and individual differences. The Journal of Gerontology: Serious B: Psychological Science and Social Science, 64, 733-741.Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73, 1151-1165.Liu, J. S. (2007). Mechanisms and development of implicit attitude to emotion regulation. Unpublished doctoral dissertation, East China Normal University. Luo, F. S., Wang, X. F., Zhang, S. M., & Shen, D. (2010). Characteristics of cognitive emotion regulation strategies in adolescents. Chinese Journal of Clinical Psychology, 18, 93-96.Kegan, R. (1982). The evolving self: Problem and process in human development.Cambridge, MA: Harvard University Press.599Deng Xinmei et al. :Up- and Down-regulation from Early Adolescence to Early Adulthood: A V-shape Developmental Trajectory情绪调节效应的发展:一个V 型发展趋势邓欣媚1 桑 标2, 3（1 深圳大学师范学院心理学系，深圳，518060）（2 华东师范大学心理与认知科学学院，上海, 200062）（3 华东师范大学学前与特殊教育学院，上海, 200062）摘 要 从青少年早期到成人早期，个体情绪调节等高级社会认知功能得到进一步完善，对情绪调节的需求也日趋增长。
情绪调节方式及其发展趋势
应用心理学Chinese Journal of 2001年第7卷第2期,17-22Applied Psychology2001.Vol.7.No.2,17-22情绪调节方式及其发展趋势Ξ黄敏儿(中山大学教育学院心理学系,广州,510275)郭德俊(首都师范大学教育科学学院心理学系,北京,100089)摘 要 本研究探讨了四个年龄阶段12种具体情绪感受频率和四种情绪调节方式(评价忽视、表情抑制、评价重视、表情宣泄)使用频率及其发展趋势。
334名初中、高中、大学本科、成年被试填写了本研究的具体情绪量表(D ES-IV)和情绪调节方式问卷。
结果表明:(1)四个年龄阶段在12种具体情绪感受频率的顺序上基本一致,快乐和兴趣较多,内疚和羞愧较多。
(2)正情绪调节以重视和宣泄为主,负情绪以忽视和抑制为主。
原因调节多于反应调节。
(3)成年之后,惊奇、羞愧、厌恶、悲伤、内疚有下降的发展趋势,负情绪的忽视和抑制、正情绪抑制也有增强的发展趋势。
(4)情绪和情绪调节存在着一定的性别差异。
本文对社会文化因素在发展趋势和性别差异中的可能影响进行了初步讨论。
关键词 情绪 情绪调节方式 发展趋势 性别差异中图分类号:B842.6文献标识码:A文章编号:1006-6020(2001)-02-0017-061 引 言情绪是个体对重要的机遇或事件作出适应的生物反应倾向[1],情绪反映着个体适应的动力状态。
情绪主要由各种具体情绪构成,包括基本情绪和复合情绪。
Izard(1971)指出有8～11种基本情绪,如快乐、惊奇、愤怒、悲伤、恐惧、厌恶、兴趣、羞涩、羞愧、蔑视、内疚等[2]。
Ekman(1971)指出只有6种基本情绪,即快乐、兴趣、悲伤、愤怒、恐惧、厌恶[2]。
情绪调节是个体管理、调整或改变自己(或他人)情绪的过程。
在这个过程中,通过一定的行为策略和机制,情绪在主观感受、表情行为、生理反应等方面发生一定的变化。
情绪调节发生于情绪反应过程之中,可以区分为原因调节和反应调节[3]。
情绪调节能力的发展趋势为
情绪调节能力的发展趋势
情绪是我们每个人重要的组成部分，我们都致力于让自己生活得开心，但却也常常因为一些日常的生活事件、人际交往陷于各种负面情绪中，每个人可能都有一套有效的情绪调节方式，譬如女人们常常找闺蜜吐槽、购物，男人们运动一番、喝顿大酒之后，情绪就好了许多。
但有很多人却存在着如下强烈的情绪困扰。
人们在生命初期不管在行动上或是思想上都无法独立在有需要的时候，是人有可以满足和安抚我的，我的存在是有意义的。
在这个持续的母婴互动过程中，婴儿内在的碎片体验渐渐获得了整合，发展出了对亲密关系的信任，并在此基础上形成情绪容忍能力。
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Up- and Down-regulation from Early Adolescence to Early Adulthood:A V-shape Developmental Trajectory*Deng Xinmei 1 Sang Biao **2,3(1 Department of Psychology, Shenzhen University, Shenzhen, 518060)(2 School of Psychology and Cognitive Science, East China Normal University, Shanghai, 200062)（3 School of Preschool and Special Education, East China Normal University, Shanghai, 2000620）Abstract Adolescence is considered as a time full of “storm and stress”. Numerous studies suggested that emotion regulation improves with age. While previous studies typically examined the developmental change of negative emotion regulation within a specific period, few studies considered regulation effect of both positive and negative emotions in a transitional period. To address this issue, one hundred and seven participants (35 young adolescents, range=13~15 years old; 37 old adolescents, range=16~18 years old; 35 young adults, range=20~29 years old) were examined for their up- and down-regulation of positive, neutral, and negative emotional stimuli. Results showed that considering the differences of emotion regulation effect among three age groups, a drop-down phenomenon was found in the old adolescents group. Specifically, old adolescents’ emotion regulation effect was the worst, while young adults’ was the best.Key words emotion regulation development, regulatory strategy, regulation effect, V-shape developmental trajectory, adolescents*This study was supported by the National Natural Science Foundation of China [No.31371043].** Corresponding Author: Sang Biao. E-mail: bsang@1 IntroductionFrom early adolescence to early adulthood, adolescents encounter various challenges leading to relatively extreme emotional experiences （Deng, Sang, & Luan, 2013）, therefore, they have a relatively high requirement for emotion regulation (Larson, Moneta, Richards, & Wilson, 2002). Figuring out how emotional regulatory processes develop during this important transitional period will facilitate the understanding of emotional development and potential applications in the field of education.Recent studies have suggested that emotion regulation improves with age (Hay & Diehl, 2011; Larcom & Isaacowitz, 2009; Sang, Deng, & Luan, 2014). Previous study found that adolescents showed more and more effective in emotion regulation according to theinstruction cues in the laboratory setting. When instructed to reappraising negative emotions in another way, adolescents reported significantly decrease in negative experience (Silvers et al., 2012). Usage of different regulatory strategies increases spontaneously during adolescence (Garnefski & Kraajj, 2006). Adolescents become much more flexible in their choice and usage of adaptive strategies to regulate emotions. They also become more socially competent (Griffith, Dubow, & Ippolito, 2000).However, previous studies mainly focused on changes of individuals within a specific period (such as childhood, adolescence or adulthood). For example, life-span studies indicate that older adults move out of highly negative states more readily than younger adults (Hay & Diehl, 2011). Due to the increasing stress of academicDOI:10.16719/ki.1671-6981.2015.03.014595 Deng Xinmei et al. :Up- and Down-regulation from Early Adolescence to Early Adulthood: A V-shape Developmental Trajectoryand interpersonal challenges, adolescents use more problem-focused coping strategies in response to stress as they age (Griffith, Dubow, & Ippolito, 2000). However, few studies have explored the transitional period from adolescence to adulthood.Given the significant changes that emerge during the transition from adolescence to adulthood, the present study extended the age range of participants to capture the whole picture of emotion regulation development from early adolescence to early adulthood. Also, the present study addresses the developmental improvement by investigating the effect of emotion regulation -- when adolescents were instructed to use certain emotional regulatory strategies, how much did their emotion experience change? The magnitude of emotion regulation effects was measured as the difference between regulation and non-regulation (Langeslag & V an Strien, 2010).2 Method2.1 ParticipantsThe experiment was administered in Shanghai, China. Participants were 35 junior high school students (22 male, 13 female; M=14.06, SD=.42, range=13~15 years old), 37 high school students (13 male, 24 female; M=16.56, SD=.56, range=16~18 years old), and 35 adults (9 male, 26 female; M=23.60, SD=1.96, range=20~29 years old). Before participating in the study, parents of the participants and participants themselves were thoroughly introduced to the experiment and all of them gave written informed consents.2.2 ProcedureThe experiment employed a 3 (Age: Young Adolescents vs. Older Adolescents vs. Young Adults, between subject) × 3 (Emotional Stimulus: Positive vs. Negative vs. Neutral, within subject) × 3 (Emotional Regulatory Strategy: Up-regulation vs. Down-regulation vs. Non-regulation, within subject) mixed design.The present study utilized the Reactivity and Regulation-Image Task (REAR-I Task) to explore the development of emotion regulation effect. This task has been shown to successfully examine emotion regulation in a broad age range in numerous prior studies (Langeslag et al., 2012; Silvers et al., 2012). One hundred thirty five pictures (45 positive, 45 negative, and 45 neutral) were obtained from the Chinese Affective Picture System and appropriate for adolescents (Bai, Ma, Huang, & Luo, 2005).During orientation, participants were trained on task procedures. They were told that in the coming experiment, they would watch several pictures that may arouse different emotions, and they needed to regulate their emotions according to the instruction on screen. Then participants received training on the usage of up- and down-regulation. Specifically, they were introduced to the definition of two types of emotional regulatory strategy. Secondly, the examiner gave each participant a list of samples of the two types of regulation, and thoroughly explained the usage of up- and down- regulation to ensure that these were properly understood. After ensuring participants had learned the usage of up-regulation and down-regulation, the experiment began. Examiners were postgraduate students, all trained for consistency of instruction prior to the study.Participants practiced 9 trials before taking part in the actual experimental task. During each of the 135 main trials, participants used the strategy indicated by the instruction (up-regulation, down-regulation, and non-regulation) while viewing a unique picture. Each trial comprised four slides (see Figure 1): first shown on screen for two seconds was the instruction of which emotional regulatory strategy to be used in response to the picture to follow (“↑Up-Regulation↑”/ “↓Down-Regulation↓”/ “Look”). Next, one positive, negative, or neutral picture was shown for four seconds. The participant was told to regulate his/ her emotion during these 4 seconds using the required strategy. Third, the participant was asked to rate his/her current intensity of emotion on a 4-point scale (1=have very weak emotion, 4=have very strong emotion). Finally there was a two-second interval.3 Results3.1 Manipulation CheckWe analyzed the validity of the emotional stimuli by examining differences among positive emotional stimuli non-regulation, neutral emotional stimuli non-regulation, and negative emotional596心 理 科 学Figure 1. Procedure of Each Trialstimuli non-regulation. In addition, validity of the emotion regulation instruction was analyzed by examining differences among negative emotional stimuli up-regulation, negative emotional stimuli non-regulation, and negative emotional stimuli down-regulation. To confirm that participants responded differently to emotional stimuli and neutral stimuli, t tests were performed to compare self-reported emotion experience in positive emotional stimuli non-regulation, neutral emotional stimuli non-regulation, and negative emotional stimuli non-regulation trials. As expected, participants reported greater levels of emotion experience to emotional stimuli (positive and negative) versus neutral stimuli, both p values < .001. To ensure that three types of emotional regulatory strategies have a consistent and valid effect across different emotional conditions, t tests were performed to compare self-reported emotion experience in negative emotional stimuli up-regulation, negative emotional stimuli non-regulation, and negative emotional stimuli down-regulation trials. As expected, compared with non-regulation, participants reported stronger emotion intensities when they used up-regulation and weaker emotion intensities when they used down-regulation, both p values < .001.3.2 Effect Sizes of Different Regulatory StrategiesWe investigated this question using ANOV A to test emotion regulation effect with the factors Age group (Young Adolescents vs. Older Adolescents vs. Young Adults) × Emotional Stimulus (Positive vs. Negative vs. Neutral) × Emotional Regulatory Strategy (Up-regulation vs. Down-regulation vs. Non-regulation). In addition, we computed effect sizes (Cohen' s d) of the regulatory strategies so as to compare the magnitude of emotion regulation effects in different age groups. The magnitude of emotion regulation effects was calculated as the difference between regulation (up- and down-regulation) and non-regulation.There was a significant main effect of Emotional Regulatory Strategy, F(2, 26) = 722.32, p < .001. Compared with non-regulation, participants reported stronger emotions when they used up-regulation and weaker emotions when they used down-regulation, both p values < .001. There was also a significant Emotional Stimulus × Emotional Regulatory Strategy interaction, F(4, 26) = 36.64, p < .001. The differences between up-regulation and non-regulation were significant in all conditions, p < .001. The differences between down-regulation and non-regulation were only significant in the positive and negative stimulus condition, p < .001, but not597Deng Xinmei et al. :Up- and Down-regulation from Early Adolescence to Early Adulthood: A V-shape Developmental TrajectoryTable 1. Emotion Regulation Effects Among Different Age Groups.Note. Cohen’d is computed as (M ER - M No-ER )/√(SD ER + SD No-ER )/2. For example, effect size of positive emotion up-regulation = (M Positive Emotion Up-ER - M PositiveEmotion No-ER )/√(SD Positive Emotion Up-ER + SD Positive Emotion No-ER ）/2.significant in the neutral stimulus condition.As expected, a significant Emotional Stimulus × Emotional Regulatory Strategy × Age interaction was also found, F (8, 26) = 3.53, p < .001. A V-shaped developmental trajectory was observed in the emotion regulation effect across the three age groups, with a dipappearing in the old adolescents group (see Figure 2 and Table 1). That is, compared with young adolescents and young adults, old adolescents ’ effect sizes of up- and down-regulation were the smallest (around .2, in both emotional conditions). Overall, effect sizes of youngadults were the largest among the three age groups.Figure 2. Different Regulatory Strategies under Different Emotional Stimulus among Age Groups.Note. Error bar indicates ±2 standard error of the mean. * indicates a significant age difference of emotional regulatory strategy at .05 level.4 DiscussionUnderstanding emotion regulation development from early adolescence to early adulthood gives important insights into the nature of social development during adolescence, with implications for later life (Gao, Liu, Ding, & Guo, 2010; Luo, Wang, Zhang, & Shen, 2010). The present study aims to enrich the literature of emotion regulation by extending the age range under research to a transitional period. The results of this study are consistent with previous research finding that adults ’ emotion regulation is better than adolescents ’ (Deng et al., 2013). However, our results offer the intriguingfinding that emotion regulation appears to develop not via a linear trajectory, but via a V-shaped trajectory from early adolescent to early adulthood, with old adolescents showing the worst emotion regulation effects and young adults the best.Our finding accords with Robert Kegan ’s argument that development is a spiral rather than linear process, rebalancing between two sides (communion and agency) continuously while evolving into a bigger framework (Kegan, 1982). During development, adolescents rebalance between communion with others and self-agency. Also, Liu (2007) found that implicit positive regulation attitude drops significantly and2222598心 理 科 学implicit negative regulation attitude increases from early adolescence to early adulthood. This means that Chinese adolescents increasingly hold the implicit idea that emotion should NOT be regulated, while old adolescents’ stronger implicit attitude influences their automatic emotion regulation. Taken together, old adolescents hold more implicit negative attitudes toward emotion regulation and have higher motivation to explore alternatives. So they are willing to take the chance of experiencing their immediate and “true”feelings in order to venture a fuller exploration of the self, which may influence their automatic emotion regulation. However, when entering adulthood, with higher emotion regulatory ability, decreased impulses toward “rebellion”and deepened socialization, adults show a relatively high level of self-commitment but a relatively low level of emotional exploration, as compared to adolescents (Meeus, 2012).Furthermore, there are many important factors which influence the developmental trajectory of emotion regulation and make it a spiral development process (Zhao, Zhang, & Zhou, 2014). For example, the development of emotional ability is not a linear process. Older adolescents might represent another period of change in the ability of down-regulation. Prior research suggested that the regulatory ability of adolescents increased with age significantly between 10 and 16. However, the increased tendency was not significant any more after 16 (Silvers et al., 2012). With this, the V-shape development of adolescents’ emotion regulation might arise from the spiral development of emotional ability.Taken together, our results suggest the importance of understanding emotion regulation development not only from the linear perspective, but also having a more complex development trajectory.5 Limitations and Future DirectionThe present study utilized a cross-sectional design to examine the development of different emotional regulatory strategies in young adolescents, old adolescents, and early adults. This study cannot account for the within-individual changes of emotion regulation. Intriguing prospects for future research will be examining within-individual changes of emotion regulation -- the real developmental trajectories. Additional age groups and implement methods that allow measuring individual changes during each phases of adolescence might be a promising direction for future research. Furthermore, longitudinal design is necessary and a promising way to determine whether the V-shape development trajectory of emotion regulation in this study correspond to intra-individual changes as people grow older. It would extend our findings and explore the developmental mechanism of emotion regulation processes, especially for the V-shaped developmental trajectory of emotion regulation in the transitional period.ReferencesBai, L., Ma, H., Huang, Y. X, & Luo, Y. J. (2005). The development of native Chinese affective picture system-a pretest in 46 college students. Chinese Mental Health Journal, 19, 719-722.Cohen, J. (1998). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.Deng, X. M., Sang, B., & Luan, Z. Y. (2013). The up- and down-regulation of daily emotion: An experience sampling study of adolescents' regulatory tendency and effectiveness. Psychological Reports, 113, 552-565.Gao, P. X., Liu, H. J., Ding, N., & Guo, D. J. (2010). 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