Table 1.

Coding categories for reappraisal assessment type.

Assessment type	Definition	Example
Self-report questionnaire	Closed- or open-response questions asking children/youth to report on their use of reappraisal, in general or in response to a particular kind of situation	Emotion regulation questionnaire (Gross and John, 2003), e.g., “I control my emotions by changing the way I think about the situation I'm in”
Parent-report questionnaire	Closed- or open-response questions asking parents to report on their child's use of reappraisal	Parent-rated emotion regulation questionnaire (Gunzenhauser et al., 2017)
Emotion regulation task with self-reported affect outcome	Direct assessment of the effect of instructions to use reappraisal, or self-reported use of reappraisal, on self-reported affective responses to emotion-eliciting stimuli or an emotion induction	Differences in self-reported negative affect after viewing affective images paired with instructions to reappraise versus “just look at” the image (e.g., McRae et al., 2012b)
Emotion regulation task with physiological/neural outcome	Direct assessment of the effect of instructions to use reappraisal, or self-reported use of reappraisal, on physiological or neural (fMRI or EEG) responses to emotion-eliciting stimuli or an emotion induction	Differences in fMRI activation patterns while viewing affective images paired with instructions to reappraise vs. “just look at” the image (e.g., McRae et al., 2012a)
Observation	Observer coding of participants' behavior and/or audible self-talk in either naturalistic or laboratory contexts	Coding of children's verbalizations during a laboratory-based disappointment task (e.g., Morris et al., 2011)
Vignette-based assessment	Questions about what the participant would do/think, or what someone should or could do/think, in specific hypothetical scenarios	Coding of children's suggestions for how the protagonists in situational vignettes could make a negative feeling “go away” (Davis et al., 2010)
Interview	Interview about what the participant does/thinks or did/thought, grounded in their lived experiences	Structured interview about youths' strategies for coping with stress (Shaunessy-Dedrick et al., 2015)
Experience sampling self-report	Closed- or open-response questions asking children/youth to report on their use of reappraisal, answered multiple times a day regarding their current or very recent experiences	Five times a day over two consecutive weeks, participants rate their current affect and their use of reappraisal since their previous response (Le Vigouroux et al., 2017)
Daily diary	Daily structured diaries in which youth report on what they experienced/did/thought that day	Daily diary of stressors experienced and coping strategies used over the last 24 h (Valiente et al., 2015)