Not exact matches
Given the theoretical and componentry crossover between resilience and other intervention approaches (such as strengths based, social competence, social
influence, skills focused,
affective focused, social and emotional learning / well - being, mental well - being and psychosocial50 — 53), a study will be included irrespective of the
stated overall intervention approach if it specifically aims to address at least one internal and one external resilience factor as defined above.
Meantime, we hypothesize a dynamic relationship between the two factors based on the assumption that the
affective experiences that children collect via their emotion regulation efforts will
influence the cognitive structures and processes related to the regulated emotional
states, and vice versa (Rieffe et al., 2005; Pons et al., 2010).
Furthermore, it is possible that received social support
influences momentary or daily
affective states, such as negative and positive mood, and the accumulation of these daily
states predicts psychological distress and well - being (Rook, 2001).