Abstract
Earlier research has identified a remarkable number of related factors to resilience during adolescence. Historically, theoretical treatments of resilience have been focused almost exclusively on psychosocial levels of analysis to derive explanatory models. However, there is insufficient understanding of the role of emotion regulation explaining competent functioning despite the experience of adversity (resilience), especially during adolescence. This study explores the relationship between both, emotional regulation abilities and strategies, and resilience in a sample of adolescents from suburbs high-schools (Jerez de la Frontera, Spain). The study also examines how using different emotional regulation strategies may help the development of resilience levels at this stage. Participants of the study were 164 adolescents ranging from 13 to 16 years old (M = 13.98; SD = 0.66). Emotion regulation was measured using the Cognitive Emotional Regulation Questionnaire (CERQ, Garnefski et al., 2001), and sections D and H of Mayer-Salovey-Caruso Emotional Intelligence Test, a performance test (Emotion Regulation Ability sections, MSCEIT, Spanish version, Mayer et al., 2003). Resilience was evaluated with ERE (Educative Resilience Scale for children and adolescents, Saavedra and Castro, 2009). Verbal Intelligence (Yuste, 1997) and personality traits (Cattell and Cattell, 1986) were assessed as two independent variables. Results supported the idea that emotion regulation ability (MSCEIT, D and H sections, Extremera et al., 2006) is a significant predictor of adolescents' resilience. Moreover, cognitive regulation strategies, such as positive reappraisal, predicted perceived resilience among students. Sociability (A factor of HSPQ, sociability) also correlated with resilience levels. Hence, these results are promising, implying that emotion regulation ability may act as a helpful tool preventing adolescents from irrational risky behaviors, commonly assumed at this developmental stage.
Highlights
Many changes and vulnerabilities affect adolescents at this life stage
Predictor variables should be selected taking into consideration previous research or pilot studies that may have guided the introduction of these predictors
This research aimed to assess the role of emotional-cognitive abilities on resilience perception of adolescents from a suburban area
Summary
Many changes and vulnerabilities affect adolescents at this life stage. Moving from primary school to high-school, unfavorable socioeconomic conditions, and personal attributes may favor risky behaviors that often lead to school failures. Risk factors understood as individual, school, peer, family, and community influences might increase the probability that a child will experience, Emotion Regulation Ability and Resilience maintain, or exacerbate, both social and mental problems (Shumow et al, 1999; Jenson and Fraser, 2005). According to Kurian (2012), low socioeconomic condition influenced teenagers’ psychological growth and development. The fact that some adolescents get over these risk factors and triumph in the academic and social context depends on their resilience development (Wang et al, 1995; Waxman et al, 2003).
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