
Patricia K. Kerig
et al.
Published online:
24 May 2012
Published in print:
04 January 2012
Online ISBN:
9780199932443
Print ISBN:
9780199736546
Contents
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Conceptualizing Emotion Conceptualizing Emotion
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Core Relational Themes Core Relational Themes
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Appraisal Subcomponents Appraisal Subcomponents
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Response Tendencies Response Tendencies
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Emotion Regulation within a Cognitive-Mediational Theory Emotion Regulation within a Cognitive-Mediational Theory
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When Does Emotion Regulation Occur? When Does Emotion Regulation Occur?
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How Does Emotion Regulation Occur? How Does Emotion Regulation Occur?
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What Are the Goals of Emotion Regulation? What Are the Goals of Emotion Regulation?
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Role of Personal Goals, Beliefs, and Self-Identity in Emotion Regulation Role of Personal Goals, Beliefs, and Self-Identity in Emotion Regulation
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Considering Multiple Emotional Encounters and Social Interaction Considering Multiple Emotional Encounters and Social Interaction
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Developmental Considerations Developmental Considerations
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Cognitive Development Cognitive Development
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Changing Social Contexts and Challenges Changing Social Contexts and Challenges
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Changing Goals, Beliefs, and Self-Identity Changing Goals, Beliefs, and Self-Identity
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Research Implications Research Implications
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Capturing Personal Meaning and Intentions When Examining Emotion Regulation Capturing Personal Meaning and Intentions When Examining Emotion Regulation
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Need for Multichannel Approaches for Studying Emotion Reactions Need for Multichannel Approaches for Studying Emotion Reactions
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Need for Methodologies That Capture Dynamic Processes of Emotion Need for Methodologies That Capture Dynamic Processes of Emotion
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Conclusion Conclusion
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References References
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8 “Mama, I’m a Person, Too!”: Individuation and Young African-American Mothers’ Parenting Competence
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Chapter
1 Regulating Emotion in Adolescence: A Cognitive-Mediational Conceptualization
Get access
Pages
19–42
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Published:January 2012
Cite
Schulz, Marc S., and Richard S. Lazarus, 'Regulating Emotion in Adolescence: A Cognitive-Mediational Conceptualization', Adolescence and Beyond: Family Processes and Development (2012; online edn, Oxford Academic, 24 May 2012), https://doi.org/10.1093/acprof:oso/9780199736546.003.0003, accessed 8 May 2025.
Abstract
This chapter describes how a cognitive-mediational theory of emotion that emerged from the stress and coping literature can be used as a framework for understanding the processes involved in emotion regulation. This framework has traditionally been employed largely to examine adult experience and there is surprisingly little integration across the developmental and adult literatures on emotion regulation. This conceptual framework is used to identify aspects of emotion regulation that might change or develop during adolescence and to highlight important areas for further research by developmental and family investigators interested in emotion regulation.
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