Rudolph Karen D, Troop-Gordon Wendy, Skymba Haley V, Modi Haina H, Ye Zihua, Clapham Rebekah B, Dodson Jillian, Finnegan Megan, Heller Wendy
Department of Psychology, Affiliate Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
Department of Human Development and Family Science, Auburn University, Auburn, Alabama, USA.
Child Dev. 2025 Jan-Feb;96(1):389-406. doi: 10.1111/cdev.14175. Epub 2024 Oct 5.
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018-2022, adolescent girls (M = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the control group, the E-MIND group reported more adaptive emotion mindsets, higher emotion regulation self-efficacy, and more proactive in vivo and daily efforts to regulate emotions (effect sizes = small-to-medium to medium), with several differences remaining 4-month later. Findings provide novel insight into one promising approach for cultivating emotional resilience among adolescent girls.
为应对青少年女孩面临的广泛心理健康危机，本研究考察了成长型情绪思维课程是否能提高情绪能力。在2018年至2022年期间，将青少年女孩（平均年龄M = 15.68岁；66.3%为白人）随机分为成长型思维组（E-MIND；n = 81）或大脑教育组（对照组；n = 82），完成特里尔社会应激源测试，并报告情绪能力的各个方面。与对照组相比，E-MIND组报告了更具适应性的情绪思维模式、更高的情绪调节自我效能感，以及在体内和日常情绪调节努力中更积极主动（效应大小为小到中到中），4个月后仍存在若干差异。研究结果为培养青少年女孩情绪恢复力的一种有前景的方法提供了新的见解。
