Emotion theories and adolescent well-being: Results of an online intervention.

Dec 22, 2017Emotion (Washington, D.C.)

How Emotions Relate to Teen Well-Being: Results from an Online Program

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Abstract

A randomized controlled intervention with 1,645 middle school students showed that those taught to modify their emotions reported greater emotional well-being in school.

Students in the intervention group developed more adaptive beliefs about their emotions compared to those in an active control group.
Greater emotional well-being was reported by students in the intervention group, specifically in the school environment.
No significant changes in emotional well-being were observed outside of school for either group.
The positive effects of the intervention were consistent across different races, genders, and grade levels.

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Individuals' theories about emotions-the beliefs about the nature of emotions and the ability to influence them-have been linked to well-being. However, their causal role is not clear. To address this issue, we delivered a randomized controlled intervention to 1,645 middle school students that targeted their theories of emotion through interactive online modules. Students were taught that they could modify their emotions, get better at modifying their emotions with practice, and use strategies to improve their well-being. One month later, we found that students assigned to the intervention condition (compared to an active control condition) reported more adaptive theories of emotion and greater emotional well-being in school, although well-being outside of school was unchanged. Secondary analyses showed that these effects were present regardless of students' race, gender, or grade level. These findings suggest that theories of emotion may be a promising target for improving adolescent well-being. (PsycINFO Database Record

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Emotion theories and adolescent well-being: Results of an online intervention.

Abstract

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