THE RELATIONSHIP BETWEEN EMOTIONAL SELF-REGULATION AND MINDFULNESS IN ADOLESCENTS: A CASE STUDY BASED ON EEG IN HO CHI MINH CITY
Main Article Content
Abstract
Currently, the relationship between emotional self-regulation and mindfulness is an interesting topic in psychological research. The impact of mindfulness on emotional self-regulation is beneficial for physical and mental health while improving educational performance and creating a sense of well-being for teachers and students. This study used the experimental method of measuring electrical brain signals using an EEG machine in a psychology laboratory to verify the relationship between emotional self-regulation and mindfulness in five adolescents, who showed signs of mental health instability. After practicing mindfulness-based interventions, participants' emotional self-regulation improved, as evidenced by changes in alpha and beta wave signals at both F3 and F4 electrodes. The findings suggest that mindfulness plays a crucial role in enhancing concentration and emotional self-regulation in the context of negative mental states. These results broaden the understanding derived from studies grounded in the measurement of electrical brain signals about the relationships among psychological phenomena. Furthermore, they contribute to rendering the process of psychological assessment more rigorous and evidence-based through the utilization of brain electrical signal data in Vietnam.
Keywords
adolescent, EEG, emotional self-regulation, electrical brain signals, mindfulness
Article Details
References
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Berking, M., Ebert, D., Cuijpers, P., & Hofmann, S. G. (2013). Emotion regulation skills training enhances the efficacy of inpatient cognitive behavioral therapy for major depressive disorder: a randomized controlled trial. Psychotherapy and psychosomatics, 82(4), 234-245. https://doi.org/10.1159/000348448
Berking, M., Wirtz, C. M., Svaldi, J., & Hofmann, S. G. (2014). Emotion regulation predicts symptoms of depression over five years. Behaviour research and therapy, 57, 13-20. https://doi.org/10.1016/j.brat.2014.03.003
Bhat, T. A., Chahal, D. (2023). Understanding socio-emotional competence of adolescents in the light of locale and academic achievement. The Online Journal of Distance Education and E-Learning, 11(4).
Bishop, P. A. J. R. O. (2023). Young Adolescents’ Perspectives on Peers’ Social and Emotional Competence. 46(7), 1-14. https://doi.org/10.1080/19404476.2023.2236347
Coholic, D., Schwabe, N., & Lander, K. (2020). A scoping review of arts-based mindfulness interventions for children and youth. Child and Adolescent Social Work Journal, 37, 511-526. https://doi.org/10.1007/s10560-020-00657-5
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Keyimplementation insights from the Collaborating District Initiative. IL: Author.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child development, 75(2), 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
Coholic, D., Schwabe, N., Lander, K. J. C., & Journal, A. S. W. (2020). A scoping review of arts-based mindfulness interventions for children and youth. 37, 511-526. https://doi.org/10.1007/s10560-020-00657-5
Coholic, D., Eys, M., Shaw, K., & Rienguette, M. J. S. O. (2023). Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling, 13(3), 1-13. https://doi.org/10.1177/21582440231192111
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-Related Regulation: Sharpening the Definition. Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
Garrido-Hernansaiz, H., Rodríguez-Rey, R., Nieto, C., & Alonso-Tapia, J. (2022). Construction and evidence of validity regarding the emotion self-regulation questionnaire. Personality and Individual Differences, 193, Article 111610. http://doi.org/10.1016/j.paid.2022.111610
Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire. European journal of psychological assessment, 23(3), 141-149.
Giang, T. V. (2021). The situation of emotional competence of Vietnamese adolescents accessed from the social and emotional health approach [Thuc trang kha nang quan ly cam xuc cua nguoi vi thanh nien Viet Nam tiep can tu goc do suc khoe cam xuc – xa hoi]. Ho Chi Minh City University of Education Journal of Science, 18(7), 1200-1212. https://doi.org/10.54607/hcmue.js.18.7.3164(2021)
Giang, T. V., Nguyen, Q. K., Nguyen, H. H. & Nguyen, M. K. (2023). Online social-emotional competence of high school students [Thuc trang nang luc cam xuc – xa hoi truc tuyen cua hoc sinh trung hoc pho thong]. Ho Chi Minh City University of Education Journal of Science, 20(12), 2209-2021. https://doi.org/10.54607/hcmue.js.20.12.4036(2023)
Grolnick, W. S., Bridges, L. J., & Connell, J. P. (1996). Emotion regulation in two-year-olds: Strategies and emotional expression in four contexts. Child Development, 67(3), 928-941. https://doi.org/10.2307/1131871
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348
Guendelman, S., Medeiros, S., & Rampes, H. (2017). Mindfulness and Emotion Regulation: Insights from Neurobiological, Psychological, and Clinical Studies. Frontiers in Psychology, 8, Article 220. https://doi.org/10.3389/fpsyg.2017.00220
Huguet, A., Eguren, J. I., Miguel-Ruiz, D., Vallés, X. V., & Alda, J. A. (2019). Deficient emotional self-regulation in children with attention deficit hyperactivity disorder: Mindfulness as a useful treatment modality. Journal of Developmental & Behavioral Pediatrics, 40(6), 425-431. http://doi.org/10.1097/DBP.0000000000000682
Huynh, V. S. (2020). SEL and the application in life skills training for students [SEL va dinh huong ung dung trong giao duc ki nang song cho hoc sinh]. Ho Chi Minh City University of Education Publishing House.
Kraaij, V., & Garnefski, N. (2019). The behavioral emotion regulation questionnaire: development, psychometric properties and relationships with emotional problems and the cognitive emotion regulation questionnaire. Personality and Individual Differences, 137, 56-61. https://doi.org/10.1016/j.paid.2018.07.036
Iani, L., & Didonna, F. (2017). Mindfulness e benessere psicologico: Il ruolo della regolazione delle emozioni. Giornale italiano di psicologia, 44(2), 317-322. http://doi.org/10.1421/87338
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Kieu, T. T. T. (2022). An experimental research on promoting social-emotional competence for students in Ho Chi Minh City University of Education [Thuc nghiem nang cao nang luc cam xuc – xa hoi cho sinh vien Truong Dai hoc Su pham Thanh pho Ho Chi Minh]. Ho Chi Minh City University of Education Journal of Science, 19(10), 1692-1704. https://doi.org/10.54607/hcmue.js.19.10.3604(2022)
Khoury, B., Knäuper, B., Pagnini, F., Trent, N., Chiesa, A., & Carrière, K. (2017). Embodied Mindfulness. Mindfulness, 8, 1160-1171. https://doi.org/10.1007/s12671-017-0700-7
Kuyken, W., Watkins, E., Holden, E., White, K., Taylor, R. S., Byford, S., Evan, A., Radford, S., Teasdale, J. D., & Dalgleish, T. (2010). How does mindfulness-based cognitive therapy work?. Behaviour research and therapy, 48(11), 1105-1112. https://doi.org/10.1016/j.brat.2010.08.003
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. Emotion, 19(1), 108-122. https://doi.org/10.1037/emo0000425
Mella, N., Pansu, P., Batruch, A., Bressan, M., Bressoux, P., Brown, G.,… Demolliens, M. J. F. i. P. (2021). Socio-emotional competencies and school performance in adolescence: What role for school adjustment?, 12, Article 640661. https://doi.org/10.3389/fpsyg.2021.640661
Nguyen, P. T. P. (2019). Nghien cuu cau truc ki nang tu chu cam xuc [Research structure of autonomy skills emotion through components of components]. Vietnam Journal of Education Science, 18(6), 49-54.
Noronha, A. P. P., Baptista, M. N., & Batista, H. H. V. (2019). Initial psychometric studies of the Emotional Self-Regulation Scale: Adult and child-youth versions. Estudos de Psicologia (Campinas), 36, Article e180109. https://doi.org/10.1590/1982-0275201936e180109
Prakash, R. S., Hussain, M. A., & Schirda, B. (2015). The role of emotion regulation and cognitive control in the association between mindfulness disposition and stress. Psychology and aging, 30(1), 160-171. https://doi.org/10.1037/a0038544
Rajeswari, H. (2015). Emotional self regulation. Narayana Nursing Journal, 4(1), 5-9.
Sünbül, Z. A., & Güneri, O. Y. (2019). The relationship between mindfulness and resilience: The mediating role of self compassion and emotion regulation in a sample of underprivileged Turkish adolescents. Personality and Individual Differences, 139, 337-342. https://doi.org/10.1016/j.paid.2018.12.009
Van den Hurk, P. A., Janssen, B. H., Giommi, F., Barendregt, H. P., & Gielen, S. C. (2010). Mindfulness meditation associated with alterations in bottom-up processing: psychophysiological evidence for reduced reactivity. International Journal of Psychophysiology, 78(2), 151-157. https://doi.org/10.1016/j.ijpsycho.2010.07.002
Van Lissa, C. J., Keizer, R., Van Lier, P. A., Meeus, W. H., & Branje, S. (2019). The role of fathers’ versus mothers’ parenting in emotion-regulation development from mid–late adolescence: Disentangling between-family differences from within-family effects. Developmental psychology, 55(2), 377-387. https://doi.org/10.1037/dev0000612
Barreto Carvalho, C., Moura Cabral, J., Pereira, C., Cordeiro, F., Costa, R., & Arroz, A. (2023). Emotion regulation weakens the associations between parental antipathy and neglect and self-harm. Journal of Applied Developmental Psychology, 89, Article 101597. https://doi.org/10.1016/j.appdev.2023.101597
Berking, M., Ebert, D., Cuijpers, P., & Hofmann, S. G. (2013). Emotion regulation skills training enhances the efficacy of inpatient cognitive behavioral therapy for major depressive disorder: a randomized controlled trial. Psychotherapy and psychosomatics, 82(4), 234-245. https://doi.org/10.1159/000348448
Berking, M., Wirtz, C. M., Svaldi, J., & Hofmann, S. G. (2014). Emotion regulation predicts symptoms of depression over five years. Behaviour research and therapy, 57, 13-20. https://doi.org/10.1016/j.brat.2014.03.003
Bhat, T. A., Chahal, D. (2023). Understanding socio-emotional competence of adolescents in the light of locale and academic achievement. The Online Journal of Distance Education and E-Learning, 11(4).
Bishop, P. A. J. R. O. (2023). Young Adolescents’ Perspectives on Peers’ Social and Emotional Competence. 46(7), 1-14. https://doi.org/10.1080/19404476.2023.2236347
Coholic, D., Schwabe, N., & Lander, K. (2020). A scoping review of arts-based mindfulness interventions for children and youth. Child and Adolescent Social Work Journal, 37, 511-526. https://doi.org/10.1007/s10560-020-00657-5
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Keyimplementation insights from the Collaborating District Initiative. IL: Author.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child development, 75(2), 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
Coholic, D., Schwabe, N., Lander, K. J. C., & Journal, A. S. W. (2020). A scoping review of arts-based mindfulness interventions for children and youth. 37, 511-526. https://doi.org/10.1007/s10560-020-00657-5
Coholic, D., Eys, M., Shaw, K., & Rienguette, M. J. S. O. (2023). Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling, 13(3), 1-13. https://doi.org/10.1177/21582440231192111
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-Related Regulation: Sharpening the Definition. Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
Garrido-Hernansaiz, H., Rodríguez-Rey, R., Nieto, C., & Alonso-Tapia, J. (2022). Construction and evidence of validity regarding the emotion self-regulation questionnaire. Personality and Individual Differences, 193, Article 111610. http://doi.org/10.1016/j.paid.2022.111610
Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire. European journal of psychological assessment, 23(3), 141-149.
Giang, T. V. (2021). The situation of emotional competence of Vietnamese adolescents accessed from the social and emotional health approach [Thuc trang kha nang quan ly cam xuc cua nguoi vi thanh nien Viet Nam tiep can tu goc do suc khoe cam xuc – xa hoi]. Ho Chi Minh City University of Education Journal of Science, 18(7), 1200-1212. https://doi.org/10.54607/hcmue.js.18.7.3164(2021)
Giang, T. V., Nguyen, Q. K., Nguyen, H. H. & Nguyen, M. K. (2023). Online social-emotional competence of high school students [Thuc trang nang luc cam xuc – xa hoi truc tuyen cua hoc sinh trung hoc pho thong]. Ho Chi Minh City University of Education Journal of Science, 20(12), 2209-2021. https://doi.org/10.54607/hcmue.js.20.12.4036(2023)
Grolnick, W. S., Bridges, L. J., & Connell, J. P. (1996). Emotion regulation in two-year-olds: Strategies and emotional expression in four contexts. Child Development, 67(3), 928-941. https://doi.org/10.2307/1131871
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348
Guendelman, S., Medeiros, S., & Rampes, H. (2017). Mindfulness and Emotion Regulation: Insights from Neurobiological, Psychological, and Clinical Studies. Frontiers in Psychology, 8, Article 220. https://doi.org/10.3389/fpsyg.2017.00220
Huguet, A., Eguren, J. I., Miguel-Ruiz, D., Vallés, X. V., & Alda, J. A. (2019). Deficient emotional self-regulation in children with attention deficit hyperactivity disorder: Mindfulness as a useful treatment modality. Journal of Developmental & Behavioral Pediatrics, 40(6), 425-431. http://doi.org/10.1097/DBP.0000000000000682
Huynh, V. S. (2020). SEL and the application in life skills training for students [SEL va dinh huong ung dung trong giao duc ki nang song cho hoc sinh]. Ho Chi Minh City University of Education Publishing House.
Kraaij, V., & Garnefski, N. (2019). The behavioral emotion regulation questionnaire: development, psychometric properties and relationships with emotional problems and the cognitive emotion regulation questionnaire. Personality and Individual Differences, 137, 56-61. https://doi.org/10.1016/j.paid.2018.07.036
Iani, L., & Didonna, F. (2017). Mindfulness e benessere psicologico: Il ruolo della regolazione delle emozioni. Giornale italiano di psicologia, 44(2), 317-322. http://doi.org/10.1421/87338
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Kieu, T. T. T. (2022). An experimental research on promoting social-emotional competence for students in Ho Chi Minh City University of Education [Thuc nghiem nang cao nang luc cam xuc – xa hoi cho sinh vien Truong Dai hoc Su pham Thanh pho Ho Chi Minh]. Ho Chi Minh City University of Education Journal of Science, 19(10), 1692-1704. https://doi.org/10.54607/hcmue.js.19.10.3604(2022)
Khoury, B., Knäuper, B., Pagnini, F., Trent, N., Chiesa, A., & Carrière, K. (2017). Embodied Mindfulness. Mindfulness, 8, 1160-1171. https://doi.org/10.1007/s12671-017-0700-7
Kuyken, W., Watkins, E., Holden, E., White, K., Taylor, R. S., Byford, S., Evan, A., Radford, S., Teasdale, J. D., & Dalgleish, T. (2010). How does mindfulness-based cognitive therapy work?. Behaviour research and therapy, 48(11), 1105-1112. https://doi.org/10.1016/j.brat.2010.08.003
Leyland, A., Rowse, G., & Emerson, L. M. (2019). Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. Emotion, 19(1), 108-122. https://doi.org/10.1037/emo0000425
Mella, N., Pansu, P., Batruch, A., Bressan, M., Bressoux, P., Brown, G.,… Demolliens, M. J. F. i. P. (2021). Socio-emotional competencies and school performance in adolescence: What role for school adjustment?, 12, Article 640661. https://doi.org/10.3389/fpsyg.2021.640661
Nguyen, P. T. P. (2019). Nghien cuu cau truc ki nang tu chu cam xuc [Research structure of autonomy skills emotion through components of components]. Vietnam Journal of Education Science, 18(6), 49-54.
Noronha, A. P. P., Baptista, M. N., & Batista, H. H. V. (2019). Initial psychometric studies of the Emotional Self-Regulation Scale: Adult and child-youth versions. Estudos de Psicologia (Campinas), 36, Article e180109. https://doi.org/10.1590/1982-0275201936e180109
Prakash, R. S., Hussain, M. A., & Schirda, B. (2015). The role of emotion regulation and cognitive control in the association between mindfulness disposition and stress. Psychology and aging, 30(1), 160-171. https://doi.org/10.1037/a0038544
Rajeswari, H. (2015). Emotional self regulation. Narayana Nursing Journal, 4(1), 5-9.
Sünbül, Z. A., & Güneri, O. Y. (2019). The relationship between mindfulness and resilience: The mediating role of self compassion and emotion regulation in a sample of underprivileged Turkish adolescents. Personality and Individual Differences, 139, 337-342. https://doi.org/10.1016/j.paid.2018.12.009
Van den Hurk, P. A., Janssen, B. H., Giommi, F., Barendregt, H. P., & Gielen, S. C. (2010). Mindfulness meditation associated with alterations in bottom-up processing: psychophysiological evidence for reduced reactivity. International Journal of Psychophysiology, 78(2), 151-157. https://doi.org/10.1016/j.ijpsycho.2010.07.002
Van Lissa, C. J., Keizer, R., Van Lier, P. A., Meeus, W. H., & Branje, S. (2019). The role of fathers’ versus mothers’ parenting in emotion-regulation development from mid–late adolescence: Disentangling between-family differences from within-family effects. Developmental psychology, 55(2), 377-387. https://doi.org/10.1037/dev0000612