Marijn Van Dijk’s scientific contributions

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Publications (5)


Figure 4.5 Emotions Measured in the IKIA Project
Figure 4.6 Participant A's and B's Bodily Sensations on Three Occasions When They Reported Feeling "Sad" and "Bad", Respectively
Figure 4.6A. Participant A, feeling "sad" Figure 4.6B. Participant B, feeling "bad"
A multi-informant, multi-method study into the mental health and well-being of Dutch children and adolescents: Ieder Kind Is Anders
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September 2023

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621 Reads

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Marijn Van Dijk

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This paper describes the rationale and design of the Every Child Is Different project (Dutch: Ieder Kind is Anders, IKIA). IKIA is a national crowdsourcing study designed to examine the dynamic and dimensional nature of Dutch children's and adolescents' mental health and well-being using both self-report (8-18 years) and parental report (of youth 4-18 years). Emotional processes are integral to the project as they underlie most of the processes related to mental health and well-being. Via an internet platform participants complete cross-sectional questionnaires on emotional and psychosocial development, well-being, mental health, parenting, and social environment. Participants receive automated feedback which consists of visual displays of their (sub)scores compared to the sample's average and an explanation of the subject. Participants can additionally participate in a 30-day smartphone-based diary study about their daily activities, behaviors, and emotions. This paper describes the methods and techniques used in the IKIA project, as well as future research that can be conducted with the resulting data.

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Distinguishing Dimensions of Emotion Dynamics Across 12 Emotions in Adolescents’ Daily Lives

November 2022

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602 Reads

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14 Citations

Emotion

Research on emotion dynamics as indices of emotion functioning has become muddled by conceptual confusion, methodological heterogeneity, and seemingly conflicting results. One way to address this chaos is the study of profiles of emotion dynamics across 12 emotions and how they differ between 246 adolescents. The interpretation of these dynamic profiles was guided by auxiliary variables including age, personality, depressive symptoms, and social experiences. Method: During 6 days, 246 adolescents (Mage=14.20, 65% female) rated 9 times daily the intensity of 12 emotions (cheerful, happy, energetic, joyful, content, relaxed, anxious, worried, irritable, insecure, down, and guilty), and their social experiences with family, friends, and classmates. Additional baseline measures included neuroticism, extraversion (JEPQR-S), and depressive symptoms (CES-D). A three-mode principal component analysis (3MPCA Tucker3-based) model was estimated on the person-specific dynamic parameters of emotional intensity (mean), variability (standard deviation), instability (mean squared successive difference), and inertia (autocorrelation). Results: The 3MPCA identified three emotion-mode components (positive affect, negative affect, and irritability), three dynamic-mode components (emotional intensity, lability, and inertia). Five individual-mode components captured interactions between these modes, of which positive affect explained most variation in the data. These emotion dynamic profiles correlated differently with social experiences. Additional 3MPCA model structures based on imputed data (correcting missing autocorrelations) and affect scale composites (low and high arousal positive and negative affect) showed strong resemblance. Conclusion: The identified emotion dynamic profiles capture meaningful interpersonal differences in adolescents’ emotional experiences and change. Future work should focus on irritability and positive affect as these were uniquely informative in adolescents’ emotional experiences.


Figure 2
Dynamic conceptions of emotions and their components
Distinguishing dimensions of emotion dynamics across 12 emotions in adolescents' daily lives

August 2022

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394 Reads

Research on emotion dynamics as indices of emotion functioning has become muddled by conceptual confusion, methodological heterogeneity, and seemingly conflicting results. One way to address this chaos is the study of profiles of emotion dynamics across 12 emotions and how they differ between 246 adolescents. The interpretation of these dynamic profiles was guided by auxiliary variables including age, personality, depressive symptoms, and social experiences. Method: During 6 days, 246 adolescents (Mage=14.20, 65% female) rated 9 times daily the intensity of 12 emotions (cheerful, happy, energetic, joyful, content, relaxed, anxious, worried, irritable, insecure, down, and guilty), and their social experiences with family, friends, and classmates. Additional baseline measures included neuroticism, extraversion (JEPQR-S), and depressive symptoms (CES-D). A three-mode principal component analysis (3MPCA Tucker3-based) model was estimated on the person-specific dynamic parameters of emotional intensity (mean), variability (standard deviation), instability (mean squared successive difference), and inertia (autocorrelation). Results: The 3MPCA identified three emotion-mode components (positive affect, negative affect, and irritability), three dynamic-mode components (emotional intensity, lability, and inertia). Five individual-mode components captured interactions between these modes, of which positive affect explained most variation in the data. These emotion dynamic profiles correlated differently with social experiences. Additional 3MPCA model structures based on imputed data (correcting missing autocorrelations) and affect scale composites (low and high arousal positive and negative affect) showed strong resemblance. Conclusion: The identified emotion dynamic profiles capture meaningful interpersonal differences in adolescents’ emotional experiences and change. Future work should focus on irritability and positive affect as these were uniquely informative in adolescents’ emotional experiences.


Emotion Dynamics in Children and Adolescents: A Meta-Analytic and Descriptive Review

November 2021

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3,365 Reads

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88 Citations

Emotion

Theories on children and adolescents emotion dynamics were reviewed using data from 102 ecological momentary assessment studies with 19.928 participants and 689 estimates. We examined age-graded differences in emotional intensity, variability, instability, inertia, differentiation, and augmentation/blunting. Outcomes included positive versus negative affect scales, discrete emotions (anger, sadness, anxiety, and happiness), and we compared samples of youth with or without mental or physiological problems. Multi-level models showed more variable positive affect and sadness in adolescents compared to children, and more intense negative affect. Our additional descriptive review suggests a decrease in instability of positive and negative emotions from early to late adolescence. Mental health problems were associated with more variable and less intense positive affect, and more intense anxiety and heightened sadness variability. These results suggest systematic changes in emotion dynamics throughout childhood and adolescence, but the supporting literature proved to be limited, fragmented, and based on heterogeneous concepts and methodology.


Citations (2)


... Research by Western scholars has also prove PA can assist individuals in managing their emotional regulation deficiencies, alleviating the enduring negative impact of stressors, and facilitating the elimination of negative emotions (Bernstein and McNally, 2017). This reduction in negative emotions can lead to heightened positive emotional states among students, fostering feelings of cheerfulness, energy, and satisfaction (Reitsema et al., 2023). In summary, PA can enhance students' attention control, emotional control, life satisfaction, and overall physical and mental health. ...

Reference:

The relationship between physical activity and mental health of middle school students: the chain mediating role of negative emotions and self-efficacy
Distinguishing Dimensions of Emotion Dynamics Across 12 Emotions in Adolescents’ Daily Lives

Emotion

... A new word that appears in a language, as well as the choice made by the subject in favor of a particular word from among those existing in a language, testify to the need of manifesting Issues in Social Science ISSN 2329-521X 2025 a particular emotional experience that otherwise remains ineffable. Granularity as singling out and detailing a particular emotional experience is an important characteristic of dynamics of emotions in synchrony (Feldman, 2017;Reitsema, 2022) and in diachrony (Plamper, 2015), and also in panchrony (Vakhovska, 2024), whereby a change that bears on an emotion name entails a change that bears on an emotional experience, and also signals that this latter change has taken place, both in the history of a particular language (Vakhovska, 2023) and in the speech of a particular human subject (Watt, 2016), as long as a new emotion name allows one to manifest a previously unknown emotional experience or to detail an already known one. ...

Emotion Dynamics in Children and Adolescents: A Meta-Analytic and Descriptive Review

Emotion