Relevant bibliographies by topics / The self regulation of the withholding of negative emotions

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Academic literature on the topic 'The self regulation of the withholding of negative emotions'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "The self regulation of the withholding of negative emotions"

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Kim, Youngmee, Edward L. Deci, and Miron Zuckerman. "The Development of the Self-Regulation of Withholding Negative Emotions Questionnaire." Educational and Psychological Measurement 62, no. 2 (April 2002): 316–36. http://dx.doi.org/10.1177/0013164402062002008.

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Gunzenhauser, Catherine, Tobias Heikamp, Maria Gerbino, Guido Alessandri, Antje von Suchodoletz, Laura Di Giunta, Gian Vittorio Caprara, and Gisela Trommsdorff. "Self-Efficacy in Regulating Positive and Negative Emotions." European Journal of Psychological Assessment 29, no. 3 (July 1, 2013): 197–204. http://dx.doi.org/10.1027/1015-5759/a000151.

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Perceived self-efficacy in emotion regulation facilitates various aspects of psychosocial adjustment. The Regulatory Emotional Self-Efficacy scale (RESE) by Caprara and Gerbino (2001) measures perceived capabilities to express positive emotions (POS) and to manage negative emotions, namely, despondency/distress (DES) and anger/irritation (ANG). The present research investigated the validity of the RESE scale in Germany. Study 1 investigated the factor structure and convergent validity of the scale in a sample of university students. In order to test the generalizability of findings from Study 1, in Study 2 we studied the factor structure, cross-gender invariance, and convergent validity of a slightly revised version of the scale in a sample of parents. The previously found factor structure was successfully replicated in both samples. Partial invariance on the scalar level was confirmed across gender. All self-efficacy subscales were positively correlated with life satisfaction and with reappraisal (a cognitive emotion regulation strategy). Suppression, a strategy of regulating emotional expression, was negatively related to POS. Findings suggest that the RESE scale is a valid instrument to assess emotion regulation self-efficacy in German-speaking samples.
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Lee, Hyoung S., Delwyn Catley, and Kari Jo Harris. "A comparison of autonomous regulation and negative self-evaluative emotions as predictors of smoking behavior change among college students." Journal of Health Psychology 17, no. 4 (September 12, 2011): 600–609. http://dx.doi.org/10.1177/1359105311419542.

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This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers ( N = 303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions.
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Choi, Hyung Jin, Sangmin Lee, Se-Ri No, and Eung Il Kim. "Effects of Compassion on Employees' Self-regulation." Social Behavior and Personality: an international journal 44, no. 7 (August 18, 2016): 1173–90. http://dx.doi.org/10.2224/sbp.2016.44.7.1173.

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We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.
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Beerten-Duijkers, Judith C. L. M., Constance Th W. M. Vissers, Mike Rinck, and Jos I. M. Egger. "Self-Regulation in Dual Diagnosis: A Multi-Method Approach of Self-Awareness, Error-Monitoring and Emotional Distress." Journal of Social and Clinical Psychology 40, no. 1 (February 2021): 1–26. http://dx.doi.org/10.1521/jscp.2021.40.1.1.

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Introduction: Self-regulatory actions direct the achievement of life goals. Awareness of one's state is needed to adequately self-regulate one's life. Methods: The self-regulatory actions of (cognitive/emotional) self-awareness and (error-)monitoring were assessed in patients with Dual Diagnosis and healthy controls. A multi-method approach was applied. Results: Patients with Dual Diagnosis reported lower capacity to identify, verbalize and interpret emotions in a cognitive manner. Both groups reported experiencing arousal of emotions, but patients showed less cognitive elaboration on them and they reported more negatively labeled emotions. Patients with Dual Diagnosis signaled errors less adequately, but did not differ in the number of errors. Discussion: The abundance of negative emotions may overwhelm patients and trigger substance use to handle this negativity. Especially because they do in fact experience the arousal of emotions, but they find it harder to timely identify, interpret and verbalize these emotions. Training self-awareness and emotion regulation may be beneficial.
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Krueger, Sydney, and Kevin Ochsner. "EMOTIONS SURROUNDING THE 2018 MIDTERM ELECTIONS." Innovation in Aging 3, Supplement_1 (November 2019): S310. http://dx.doi.org/10.1093/geroni/igz038.1134.

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Abstract Over the adult life-span there is a self-reported shift in daily life emotions towards feeling less negative and more positive. We hypothesized that variations in emotion regulation behavior over the life-span could explain why aging is associated with this “rosy glow”. We collected survey data from 400 adults on Prolific (18-90, M = 47, SD = 16) at three time points: once before and two times following the 2018 Midterm Elections. We collected political engagement ratings, baseline emotion ratings, emotion ratings following the election, and self-reported emotion regulation behavior (e.g., situation modification, situation selection, reappraisal, seeking social-support). In our analyses we treated age as a continuous variable predicting differences in emotion ratings and emotion regulation reports. Consistent with past research, age predicted a decrease in negative and an increase in positive emotions at baseline (before the election). Controlling for political affiliation and we found that age predicted a lower likelihood of using social support regulation and situation modification. We also found that age was inversely predictive of the use of multiple strategies, such that younger adults are more likely to rely on a larger array of regulatory strategies than older adults. These results suggest that age-related differences in self-reported emotions in daily life may be attributed to a reduction in regulation-strategy usage over the life-span, and perhaps a reduced need to regulate negative emotion.
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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (August 2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.

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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.
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Lightsey, Owen Richard, David Andrew Maxwell, Trisha Marie Nash, Eli Benjamin Rarey, and Valerie Ann McKinney. "Self-Control and Self-Efficacy for Affect Regulation as Moderators of the Negative Affect–Life Satisfaction Relationship." Journal of Cognitive Psychotherapy 25, no. 2 (2011): 142–54. http://dx.doi.org/10.1891/0889-8391.25.2.142.

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Trait negative affect has a unique inverse relationship with life satisfaction across the life span. Because lower life satisfaction predicts mortality and higher suicidality, ascertaining malleable psychological factors that attenuate the effects of negative affect on life satisfaction is particularly important. The authors tested the hypothesis that self-efficacy for ability to regulate one’s negative emotions, and general self-control, would moderate the relationship between trait negative affect and life satisfaction. Among 191 college students, self-efficacy for ability to regulate anger moderated, but self-control did not moderate, the relationship between negative affect and life satisfaction. At high levels of self-efficacy, the relationship between negative affect and life satisfaction was nonsignificant. At mean and low levels of self-efficacy, negative affect was strongly and inversely related to life satisfaction. Implications for theory and practice are discussed.
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KOJIMA, Yoshiko. "Relationship between coping strategies for other's negative emotions and self-regulation in young children." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2EV095. http://dx.doi.org/10.4992/pacjpa.74.0_2ev095.

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Mirsamiei, Marzieh, Hamid Atashpour, and Asghar Aghaei. "Effect of Achievement Emotion Regulation Training Package on Negative Emotions and Learning Strategies Among Female High School Students." Journal of Research & Health 11, no. 1 (February 1, 2021): 37–44. http://dx.doi.org/10.32598/jrh.11.1.1617.1.

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Background: Given the importance of emotions, the present study was conducted to investigate the effectiveness of achievement emotion regulation training package on negative emotions and self-regulation learning strategies (cognitive and metacognitive) among female high school students. Methods: The research method was semi-experimental with pre-test, post-test, and follow-up for two months relative to the control group. The statistical population included female high school students in Tehran in the academic year 2017-2018. A sample size of 50 cases (25 students in each group) was selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in twelve 120-min sessions for two months. The Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) were used. Raw data analysis was performed using SPSS V. 22 and an Analysis of Covariance (ANCOVA). Results: The results showed that regulation of achievement emotions caused a decrease in negative emotions (93.7%) and an increase in the use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results approximately did not change in the follow-up phase regarding negative emotions reduction (93.5%) and the increased use of cognitive/metacognitive strategies (52.6%). Conclusion: The effectiveness of the discussed package was proved in the reduction of negative emotions.
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Dissertations / Theses on the topic "The self regulation of the withholding of negative emotions"

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Coker, Suzanne Patricia, and s. coker@cqu edu au. "A Positive Psychological Perspective of the Direct and Indirect Influences of Gender Role Schema and the Experience of Childhood Trauma on Psychological, Physical, and Social Well-Being in Adulthood." Central Queensland University. Department of Psychology and Sociology, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20071016.145424.

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This research assessed psychosocial and cognitive factors influencing well-being, utilising a positive psychological perspective. The theoretical framework of this research was provided by two of the sub-theories of Self-Determination Theory – Basic Needs Theory and Organismic Integration Theory – along with Gender Role Theory, and Beck’s Cognitive Triad, with each of these theories relating differentially to the concept of control or self-determination. More specifically, the current research examined the relationship between gender role schema and the experience of childhood trauma with psychological, physical, and social well-being in adults. Two studies were conducted. Study 1 employed a random sample of 410 participants from Central Queensland, Australia, to develop the World Beliefs Inventory (WBI). This 21-item inventory was developed to assess world beliefs, based on a translation of Aerts et al.’s (1994) philosophical conceptualisation of world beliefs into common terminology. Developing the WBI enabled the assessment of world beliefs, which along with beliefs about oneself (operationalised as perceived control), and the future (dispositional optimism) constitute Beck’s (1976) cognitive triad. Statistical analyses indicated that the inventory provided a good representation of the world beliefs construct, as well as possessing favourable concurrent validity (e.g., positive views regarding the nature of the world were associated with decreased frequency of depressive symptoms experienced, and greater general psychological health and self-esteem). Study 2 was designed to investigate the direct and indirect relationships between gender role schema (masculinity and femininity) and the experience of childhood trauma with psychological, physical, and social well-being, being mediated by (a) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness, (b) beliefs about the world, oneself, and the future, (c) the self-regulation of withholding negative emotion (SRWNE), and (d) somatic amplification. Study 2 employed a separate random sample of 605 participants from Central Queensland. Psychological, physical, and social well-being were each assessed independently to determine whether patterns of significant relationships were similar or different across the different types of well-being. In order to test the theories underlying the structural models of well-being, five hierarchical models of each type of well-being were analysed and compared. Satisfaction of the basic psychological needs for autonomy, competence, and relatedness, and beliefs about the future (dispositional optimism) were found to play a role in the process via which masculinity, femininity, and the experience of childhood trauma influenced all three forms of well-being, while world beliefs were additionally found to influence social well-being, and the SRWNE additionally influenced physical well-being. Results therefore support Basic Needs Theory and provide partial support for Beck’s cognitive triad. They also provide evidence of the utility of the concept of the SRWNE, which was developed in accordance with Organismic Integration Theory.
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Moser, Jason Scot. "Intentional regulation of negative emotions is reflected in event-related brain potentials." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.59 Mb., 38 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435829.

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Meade, Laura. "Is there positive in the negative? Understanding the role of guilt and shame in physical activity self-regulation." 2014. http://hdl.handle.net/1993/23859.

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According to Cybernetic Control theories, negative emotions result when goal progress is thwarted and these emotions facilitate behavioural regulation (Carver & Scheier, 1998). Self-conscious emotions are recognized for their self-regulatory functions with guilt and shame being especially central to governing unhealthy behavior change (Dijkstra & Buunk, 2008). However limited research has explored the role of self-conscious emotions and exercise. In light of the concern about low physical activity rates among Canadians (Canadian Community Health Measures Survey, 2011) examining the role of guilt and shame in the self-regulation of exercise is warranted. Purpose. To examine the nature of guilt and shame related to recent exercise behavior. Procedures. In this online, observational study, 128 women and 47 men aged 18-64 (mean age 36, SD = 12.74) completed measures of recent physical activity, trait shame and guilt, exercise identity and demographics at baseline. On both a day when they did and did not engage in intended exercise, participants completed measures of recent exercise quantity and quality, exercise-related state shame and guilt, attributions (on the missed exercise day) and exercise intentions. Results. T-tests revealed that participants experienced more guilt and shame after a missed as opposed to an engaged-in intended exercise session, and that of these two emotions guilt was felt more intensely. Regression analyses determined that perceptions of exercise quality were negatively related to both guilt and shame, however these emotions were not related to exercise intentions. Guilt was associated with the attribution dimension of internal locus of casualty and shame with stability, but no relationships were found between the two emotions and exercise identity. Lastly, logistic regressions showed that shame, but not guilt, was associated with exercise behaviour with shame showing a negative relationship with behaviour. Findings add to the extant literature on the role of shame and guilt in exercise self-regulation.
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Books on the topic "The self regulation of the withholding of negative emotions"

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Emotion Regulation Treatment of Alcohol Use Disorders: Helping Clients Manage Negative Thoughts and Feelings. Taylor & Francis Group, 2018.

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Stasiewicz, Paul R., Clara M. Bradizza, and Kim S. Slosman. Emotion Regulation Treatment of Alcohol Use Disorders: Helping Clients Manage Negative Thoughts and Feelings. Taylor & Francis Group, 2018.

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Book chapters on the topic "The self regulation of the withholding of negative emotions"

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Wildschut, Tim, Constantine Sedikides, and Filippo Cordaro. "Self-Regulatory Interplay Between Negative and Positive Emotions: The Case of Loneliness and Nostalgia." In Emotion Regulation and Well-Being, 67–83. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6953-8_5.

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Price, Megan J., Nicholas V. Mudrick, Michelle Taub, and Roger Azevedo. "The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor." In Intelligent Tutoring Systems, 170–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91464-0_17.

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Sharp, Carla, and Timothy J. Trull. "Emotion Dysregulation in Adolescents with Borderline Personality Disorder." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 259–80. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0013.

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This chapter discusses adolescent Borderline Personality Disorder, which is characterized by instability in moods, self-image and behavior, often leading to impulsive behavior and unstable interpersonal relationships. Theoretical and clinical research recognizes the critical role emotions play, making it a quintessential emotion regulation disorder. Additionally, theories emphasize that family environment and/or attachment style are influencing factors in the development of poor emotion regulation competencies. Theories align suggesting reciprocal relationships between emotion dysregulation and alternative domains of functioning. A multi-component model of BPD has been posited theorizing emotion sensitivity (inherent from birth) exacerbates experiences of negative stimulus leading to heightened levels of negative affect making it difficult to learn and implement adaptive emotion regulation strategies. Consequently, dysregulation occurs, which reinforces the bias towards negative stimuli. Currently, six BPD interventions exist, three are evidenced in randomized controlled studies; including Dialectical behavior therapy, Helping Young People Early program and Mentalization-based treatment.
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Psycharis, Sarantos I. "Physics and Cognitive-Emotional-Metacognitive Variables." In Handbook of Research on Synthetic Emotions and Sociable Robotics, 379–90. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-354-8.ch019.

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In our study we collected data with respect to cognitive variables (learning outcome), metacognitive indicators (knowledge about cognition and regulation of cognition) psychological variables (self-esteem) and emotional variables (motives, anxiety). The teaching sequence was implemented using the CTAT authoring tool and the basic teaching unit was referred to fundamental concepts in Mechanics for 20 4th year undergraduate students enrolled in the course «Ápplied Didactics in Natural Sciences» of the University of the Aegean-Department of Education. Analysis of the results shows that anxiety (a negative emotion) can be reduced using CTAT , there is a transfer from extrinsic to intrinsic motivation while metacognitive indicators as well as learning performance can be improved using CTAT . The interactivity of the learning environment influences also self esteem and the results are presented.
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Conference papers on the topic "The self regulation of the withholding of negative emotions"

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Aligaeva, N. N. "Selg-regulation of aggressive behavior of convicted persons with disabilities." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.768.776.

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This article provides an overview of modern research related to aggressive behavior, ways to control and correct it. The article also displays the results of a pilot study, the main purpose of which is to identify as a need for communication is interconnected with the dominant emotional state of a disabled convict (in particular, with negative emotions − anger, aggression). The basis of the study is the separation of emotional states by E. P. Ilyin. We considered only communicative emotional states, in particular, the emphasis was on negative emotions (anger/aggression). The study was conducted on the basis of correctional colony −2 of the Federal Penitentiary Service of Russia in Ryazan; in total, 34 people took part. The main empirical methods used were a survey, «Need for Communication», a scale of differential emotions. In working with the people, the ethical principles of the psychologist were observed. We have observed the principles of respect, confidentiality (non-disclosure of medical information about the subject), responsibility, honesty. The study was conducted individually with each man. The convict was offered a protocol with tasks that were performed in the presence of the experimenter. It was revealed that disabled convicts have a great need for interpersonal interaction, while they experience positive emotions, and in rare cases, anxious and depressive ones. The low degree of manifestation of anger and aggression towards other people is most likely associated with indulgence, tolerance, awareness and acceptance of not only their own shortcomings, but also others. A large role here can be attributed to the influence of the psychological service, mainly to self-regulatory skills training.
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Morosanova, V. I. "Self-regulation as a metaresource of education and solving the problems of life during the pandemic." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.887.896.

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In the article, based on the generalization of the results of theoretical and empirical studies, it is substantiated that the conscious self-regulation of a person is a metaresource of education and solving various problems of life in the crisis conditions of the COVID-19 pandemic. The development of the general ability of conscious selfregulation (GAS) has a positive effect on adaptation to new conditions that increase uncertainty in all spheres of life. The general ability of conscious self-regulation is a resource for self-organization when changing the usual image under conditions of quarantine measures; it is also a resource for updating and creating new competencies to achieve goals; a resource for creating new ways of expressing emotions and feelings. It is the high development of GAS that contributes to the effective and purposeful search for information to overcome the increased uncertainty, for successful adaptation to distance learning and work; choosing and mastering new professions; realization of special abilities and general giftedness of a person. Conscious self-regulation is a psychological resource for stabilizing and enhancing immunity, and its high development prevents the development of acute stress reactions and negative emotional states during the COVID-19 pandemic. Online research has shown that people with a high general capacity for conscious self-regulation are best at coping with self-isolation requirements. It was revealed that the development of the general ability for conscious self-regulation provides universal and special resources for overcoming the difficulties of self-organization and predicts to a large extent the effectiveness of self-organization in new and unusual conditions of self-isolation. The article concludes that to cope with negative emotional states, it is important to choose a strategy for regulating activities, not states. The best means for this is mastering new types of educational, professional, or sports activities, solving complex, non-standard tasks, obtaining a variety of experiences that go beyond the ordinary.
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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.
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