Can you get emotional support through a screen? A look into digital and in-person emotional support and emotion regulation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Social support is positively related to overall well-being and relationship quality with others, and specifically, may help with successful emotion regulation (Himle, Jayaratne, & Thyness, 2008; Liang, Ho, Li, & Turban, 2014; Strine, Chapman, Balluz, & Mokdad, 2008; Thoits, 2011). With the rapid increase in the use of information and communication technologies (ICT), much social support is now sought and received digitally rather than in person, which involves different methods of interacting with others. The current study examines the indirect effects of seeking and receiving social support both digitally and in-person on the relationship between emotion intensity and emotion regulation success. Two hundred participants were recruited from the Queen’s University psychology participant pool. Participants were prompted through a smart phone experience sampling app three times a day for two weeks to answer questions about their emotions and social support. We predict that emotion intensity will be related to lower emotion regulation success but more seeking and receiving social support. We also predict that seeking and receiving social support will be related to each other and that they will both be related to higher emotion regulation success. Additionally, it is expected that seeking and receiving emotional support in-person and digitally will be part of two indirect pathways from emotion intensity and emotion regulation success. The current study will provide information on whether digital emotional support has equivalent beneficial effects on emotion regulation as in-person emotional support, which could inform targets for future emotion regulation interventions.
 References: 
 Himle, D. P., Jayaratne, S., & Thyness, P. (1989). The effects of emotional support on burnout, work stress and mental health among Norwegian and American social workers. Journal of social service research, 13(1), 27-45. doi: 10.1300/J079v13n01_02
 Liang, T. P., Ho, Y. T., Li, Y. W., & Turban, E. (2011). What drives social commerce: The role of social support and relationship quality. International Journal of Electronic Commerce, 16(2), 69-90. doi: 10.2753/JEC1086-4415160204
 Strine, T. W., Chapman, D. P., Balluz, L., & Mokdad, A. H. (2008). Health-related quality of life and health behaviors by social and emotional support. Social psychiatry and psychiatric epidemiology, 43(2), 151-159. doi: 10.1007/s00127-007-0277-x
 Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of health and social behavior, 52(2), 145-161. doi: 10.1177/0022146510395592
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it