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  1. Type of social participation and emotion regulation among upper secondary school students.Małgorzata Rękosiewicz & Paweł Jankowski - 2013 - Polish Psychological Bulletin 44 (3):322-330.
    The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s perspective on emotion regulation and Reinders’ and Butz’s concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school, technical upper secondary school, and specialized upper secondary school. The results of studies conducted with the use of Difficulties in Emotion Regulation Scale and Social Participation Questionnaire indicate that (...)
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  • Identity Functioning and Eating Disorder Symptomatology: The Role of Cognitive Emotion Regulation Strategies.Margaux Verschueren, Laurence Claes, Nina Palmeroni, Leni Raemen, Tinne Buelens, Philip Moons & Koen Luyckx - 2021 - Frontiers in Psychology 12.
    Introduction: Adolescence is the most critical life period for the development of eating disorder symptomatology. Although problems in identity functioning and emotion dysregulation have been proven important risk and maintaining factors of ED symptomatology, they have never been integrated in a longitudinal study.Methods: The present study is part of the Longitudinal Identity research in Adolescence -study and aimed to uncover the temporal interplay between identity functioning, cognitive emotion regulation, and ED symptomatology in adolescence. A total of 2,162 community adolescents participated (...)
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  • Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools.Julita Wojciechowska, Anna Izabela Brzezińska & Radosław Kaczan - 2013 - Polish Psychological Bulletin 44 (3):310-321.
    Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al., the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools, technical upper secondary schools, and specialized upper secondary schools. Three questionnaires were used: The Dimensions of Identity Development Scale, which measures five identity dimensions according to (...)
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