Adolescent digital emotion regulation

Abstract

AbstractThe maturation of effective emotion regulation (ER) skills is a core achievement of adolescence and youth are now developing their ER habits and skills in a hybrid reality of digital and non‐digital experiences. We present a new model of adolescent digital emotion regulation as a conceptual framework to help guide burgeoning research in this area. We distinguish two primary processes: the regulation of emotions that have been elicited within digital contexts (i.e., the regulation of digitally induced emotions), and how youth regulate their emotions through digital means (i.e., digitally regulated emotion). Following the explication of different pathways in the model and consideration of the affordances of digital contexts, we highlight how this framework connects to theory and guides future research.