iFeel: individual differences in emotional processes across adolescence

According to the socio-ecological theory of human development (e.g., Bronfenbrenner, 2006), adolescence is one of the most critical developmental periods in life, characterized by many demands and achievements, as well as changes in most domains of functioning, such as biological, relational and emotional, and how youths facing with those changes influence their adaptive or maladaptive pathways of functioning (Compas & Reeslund, 2009; Laursen & Collins, 2009; Susman & Dorn, 2009). Individual differences, which represent the differences in thinking, behaving, and experiencing emotions, can influence this adaptive process too, so it is crucial to consider them as vehicles of development across adolescence (John, Robins, & Pervin, 2008). One of the most salient domains of functioning within adolescence is the domain of emotions, emotion regulation, and emotional susceptibility (e.g., Muris, 2006). In general, Emotionality includes both tendencies (i.e., negative/positive emotionality) and reactions (i.e., specific emotions, physiological activation), and it is related to responsiveness to the external and internal environment, as well as to the expression or inhibition of those reactions and tendencies (Rothbart & Bates, 2006).

This domain is fundamental for adolescents’ adjustment because it encompasses the expression of positive emotions, positive moods, susceptibility to negative emotions (sadness, anxiety, fear, anger, or frustration), difficulties in settling emotions when youths are in aroused contexts, the tendency to experience negative emotions, with the vulnerability to stressful situations, and with the tendency to incur in negative relationships (Shiner & Caspi, 2003). Effects of emotionality and emotional regulation can be observed in a variety of youths’ behaviors, such as their online or offline positive/negative social behaviors, their academic motivations and adjustment, and their tendencies to more/less sensitivity to external stimulation (i.e., such as music). Therefore, this symposium aims to examine all the influences of emotional functioning in adolescents’ daily lives.