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  • Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety

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    Embargoed until: 2022-10-20
    File version
    Accepted Manuscript (AM)
    Author(s)
    Masters, Mitchell
    Zimmer-Gembeck, Melanie J
    Farrell, Lara J
    Modecki, Kathryn L
    Griffith University Author(s)
    Zimmer-Gembeck, Melanie
    Farrell, Lara J.
    Modecki, Kathryn L.
    Masters, Mitch R.
    Year published
    2021
    Metadata
    Show full item record
    Abstract
    Given that threat appraisal and coping are amenable to intervention, we aimed to identify threat appraisals and coping responses of anxious adolescents, relative to less anxious peers, during induced social stressors. Adolescents (N = 76; Mage = 13.5yrs) completed a clinical interview and five stress tasks. After each task, we measured threat appraisals (state anxiety and social evaluation), general coping ability, and eight ways of coping and regulating emotion. Adolescents with high anxiety appraised more threat and used more distraction, behavioral disengagement and rumination. As adolescents progressed through tasks, ...
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    Given that threat appraisal and coping are amenable to intervention, we aimed to identify threat appraisals and coping responses of anxious adolescents, relative to less anxious peers, during induced social stressors. Adolescents (N = 76; Mage = 13.5yrs) completed a clinical interview and five stress tasks. After each task, we measured threat appraisals (state anxiety and social evaluation), general coping ability, and eight ways of coping and regulating emotion. Adolescents with high anxiety appraised more threat and used more distraction, behavioral disengagement and rumination. As adolescents progressed through tasks, threat appraisal decreased, perceived coping ability increased, and problem-solving, distraction, behavioral disengagement and rumination decreased. Social anxiety level × task interactions were not significant. In person-centered analysis, adolescents were distinguished as active copers, suppressors, or expressives. Anxious adolescents were more likely to be active copers, whereas their less anxious peers more likely suppressed or expressed emotions to cope with the tasks.
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    Journal Title
    Applied Developmental Science
    DOI
    https://doi.org/10.1080/10888691.2021.1990060
    Funder(s)
    ARC
    Grant identifier(s)
    DP190101170
    Copyright Statement
    This is an Author's Accepted Manuscript of an article published in Applied Developmental Science, 20 Oct 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/10888691.2021.1990060
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Psychology
    Sociology
    Publication URI
    http://hdl.handle.net/10072/409688
    Collection
    • Journal articles

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