Characterising emotion regulation development in adolescence

The dataset comprises experimental data from several studies investigating the development of emotion regulation during adolescence, and the relation between emotion regulation abilities and mental health at this point in the lifespan. The first datasheet (Study 1) includes data from an accelerated longitudinal study, in which 362 adolescents (aged 11-16) and 95 adults completed a) computerised tasks measuring emotion regulation abilities and b) questionnaires regarding emotion regulation strategy use, anxiety, depression, aggression, demographics and pubertal status. Teachers also completed questionnaires regarding adolescents’ academic abilities, and behavioural strengths and difficulties. For adolescents, measures were taken at two time points, approximately 10 months apart. Adults contributed data at only one time point. Data are largely quantitative, and include reaction times, task errors, Likert ratings and questionnaire scores. One task yielded qualitative responses, i.e. a written record of specific emotion regulation strategies that participants employed on the task, which asked participants to regulate their emotional responses to age-appropriate emotionally evocative pictures. The second datasheet (Study 2) comprises data from a study investigating the development of a specific emotion regulation strategy known as temporal distancing (e.g. thinking ‘this won’t affect me in 5 years’ time) between adolescence and adulthood (ages 12-22). Eighty-three participants completed a computerised temporal distancing task, during which numerical ratings and skin conductance data were recorded. Participants also completed questionnaires measuring self-reported aggression and anxiety levels. All data for this study are quantitative. The final datasheet (Study 3) includes quantitative data from a pilot study prior to Study 1, conducted in adult participants and using one of the computerised emotion regulation tasks plus questionnaire measures, which resulted in an early publication from the grant.<p>The ability to control emotions is crucial to mental health and wellbeing: evidence shows that poor emotion regulation (ER) is associated with symptoms of depression, anxiety and aggressive behaviour. Research suggests that ER is still developing in adolescence, but also that adolescence is a key time for the emergence of mental illness associated with poor ER.
This project aims to investigate how ER develops during normative adolescence between ages 11-16. It will investigate this both cross-sectionally (comparing adolescents of different ages tested at the same time) and longitudinally (comparing the same adolescents between one year and the next). ER will be measured using computerised tasks and questionnaires, completed at school. Parents and teachers will also complete questionnaires about adolescents’ behaviour.
The study will measure both explicit ER (conscious use of strategies to control feelings) and implicit ER (the ability to maintain concentration in the presence of emotion). The study will also look at links between ER and symptoms of anxiety, depression and aggression: do specific aspects of ER relate particularly strongly to these symptoms? If so, this could provide a target for future attempts at improving adolescent wellbeing.</p>

该数据集包含多项研究的实验数据，旨在探究青春期情绪调节（emotion regulation）的发展，以及该生命阶段情绪调节能力与心理健康之间的关系。第一个数据表（研究1）包含一项加速纵向研究的数据，其中362名青少年（11-16岁）和95名成人完成了a）评估情绪调节能力的计算机化任务，以及b）关于情绪调节策略使用、焦虑、抑郁、攻击性、人口统计学特征和青春期发育状态的问卷。教师还完成了关于青少年学业能力、行为优势与困难的问卷。对于青少年，在两个间隔约10个月的时间点采集数据；成人仅在一个时间点提供数据。数据以定量为主，包括反应时间、任务错误、李克特量表评分和问卷得分。其中一项任务产生了定性反应，即参与者在任务中使用的特定情绪调节策略的书面记录——该任务要求参与者调节自身对适龄情绪唤起图片的情绪反应。

第二个数据表（研究2）包含一项研究的数据，探究青春期至成年期（12-22岁）特定情绪调节策略——时间疏离（temporal distancing，例如思考"这在5年后不会影响我"）的发展。83名参与者完成了计算机化时间疏离任务，期间记录了数值评分和皮肤电导率数据。参与者还完成了评估自我报告攻击性和焦虑水平的问卷。本研究所有数据均为定量数据。最后一个数据表（研究3）包含研究1前预试验的定量数据，该预试验以成年人为参与者，采用了其中一项计算机化情绪调节任务及问卷测量方法，并基于该项目资助产生了一篇早期发表论文。

情绪控制能力对心理健康与福祉至关重要：证据表明，不良情绪调节（ER）与抑郁、焦虑及攻击性行为症状相关。研究显示，情绪调节在青春期仍处于发展阶段，且青春期是与不良情绪调节相关的精神疾病出现的关键时期。本项目旨在探究11-16岁正常青春期期间情绪调节的发展规律，将通过横断研究（比较同一时间测试的不同年龄青少年）和纵向研究（比较同一青少年在一年间的变化）两种方式展开。情绪调节将通过在学校完成的计算机化任务和问卷进行评估，家长与教师也将完成关于青少年行为的问卷。

研究将同时评估外显情绪调节（explicit ER，有意识地使用策略控制情绪）和内隐情绪调节（implicit ER，在情绪存在时维持注意力的能力），还将探究情绪调节与焦虑、抑郁及攻击性行为症状之间的关联：情绪调节的特定方面是否与这些症状存在特别密切的关系？若存在，则可为未来提升青少年福祉的尝试提供目标方向。