Expressive Suppression of Negative Emotions in Children and Adolescents: Theory, Data, and a Guide for Future Research

Autor/inn/en	Gross, Jacquelyn T.; Cassidy, Jude
Titel	Expressive Suppression of Negative Emotions in Children and Adolescents: Theory, Data, and a Guide for Future Research
Quelle	In: Developmental Psychology, 55 (2019) 9, S.1938-1950 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gross, Jacquelyn T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000722
Schlagwörter	Emotional Response; Self Control; Social Adjustment; Correlation; Models; Child Development; Intervention; Metacognition; Individual Differences; Cultural Influences; Parenting Styles; Neurology; Physiology; Children; Adolescents + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Selbstbeherrschung; Soziale Anpassung; Korrelation; Analogiemodell; Kindesentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individueller Unterschied; Cultural influence; Kultureinfluss; Neurologie; Physiologie; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	In recent years, an increased interest in the importance of children's ability to regulate emotions in socially adaptive ways has driven considerable research on the development of emotion regulation. A widely studied emotion regulation strategy known as "expressive suppression" (ES), in which a person attempts to conceal emotion-expressive behavior, has been the focus of several recent studies of child and adolescent emotion regulation. Like much of the literature on children's emotion regulation strategies in general, this literature lacks a theoretical framework for organizing the findings, understanding their implications, and guiding future research (Cole, Martin, & Dennis, 2004). In the present review, we integrate theory and data on ES in childhood and adolescence using the process model of emotion regulation (Gross, 2015), a framework that is widely used in research with adults, to organize and interpret the findings. Specifically, the process model is used to understand what factors contribute to children's use of ES in a given context and when and why ES might be associated with negative emotional, social, cognitive, and physiological costs. We conclude by outlining an agenda for future research, noting major gaps in current knowledge, offering novel ways of thinking about ES in childhood, and highlighting new directions for moving the field forward. Research illuminating the developmental course and correlates of expressive suppression in early life can contribute to a deeper understanding of this emotion regulation strategy and can inform intervention efforts to improve outcomes across the life span. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01