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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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de la Fuente, Jesús, Paola Verónica Paoloni, Manuel Mariano Vera-Martínez, and Angélica Garzón-Umerenkova. "Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4293. http://dx.doi.org/10.3390/ijerph17124293.
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Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.
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de la Fuente, Jesús, Paola Paoloni, Douglas Kauffman, Meryem Yilmaz Soylu, Paul Sander, and Lucía Zapata. "Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students." International Journal of Environmental Research and Public Health 17, no. 10 (May 20, 2020): 3602. http://dx.doi.org/10.3390/ijerph17103602.
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The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed.
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Conte, Francesca, Nicola Cellini, Oreste De Rosa, Antonietta Caputo, Serena Malloggi, Alessia Coppola, Benedetta Albinni, et al. "Relationships between Dream and Previous Wake Emotions Assessed through the Italian Modified Differential Emotions Scale." Brain Sciences 10, no. 10 (September 29, 2020): 690. http://dx.doi.org/10.3390/brainsci10100690.
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Despite the increasing interest in sleep and dream-related processes of emotion regulation, their reflection into wake and dream emotional experience remains unclear. Here, we aimed to assess dream emotions and their relationships with wake emotions through the modified Differential Emotions Scale (Fredrickson, 2003), which includes a broad array of both positive and negative emotions. The scale has been first validated on 212 healthy Italian participants, in two versions: a WAKE-2wks form, assessing the frequency of 22 emotions over the past 2 weeks, and a WAKE-24hr form, assessing their intensity over the past 24 h. Fifty volunteers from the wider sample completed the WAKE-24hr mDES for several days until a dream was recalled, and dream emotions were self-reported using the same scale. A bifactorial structure was confirmed for both mDES forms, which also showed good validity and reliability. Though Positive and Negative Affect (average intensity of positive and negative items, PA, and NA, respectively) were balanced in dreams, specific negative emotions prevailed; rmANOVA showed a different pattern (prevalence of PA and positive emotions) in wake (both WAKE-2wks and WAKE-24hr), with a decrease of PA and an increase of NA in the dream compared to previous wake. No significant regression model emerged between waking and dream affect, and exploratory analyses revealed a stable proportion of PA and NA (with prevailing PA) over the 3 days preceding the dream. Our findings highlight a discontinuity between wake and dream affect and suggest that positive and negative emotions experienced during wake may undertake distinct sleep-related regulation pathways.
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Ding, Ruyi, Wei He, and Qian Wang. "A Comparative Analysis of Emotion-Related Cultural Norms in Popular American and Chinese Storybooks." Journal of Cross-Cultural Psychology 52, no. 2 (February 2021): 209–26. http://dx.doi.org/10.1177/0022022120988900.
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Storybooks written for young children contain rich information on emotions and act as important educational tools for children’s emotion socialization. The current study aims to investigate how cultural norms regarding emotions are portrayed in the narratives of popular storybooks across cultures. Thus, in this study, 38 bestselling Chinese storybooks written by Chinese authors and 42 bestselling American storybooks by European-American writers were compared. The narratives were coded with a focus on emotion-related content and further analysed using binary logistic regressions. The findings revealed that American storybooks were more likely to present positive (vs. negative) emotions, negative powerful (vs. negative powerless) emotions, and supportive (vs. unsupportive and teaching) responses to negative emotions than Chinese storybooks, but less likely to present social (vs. personal) themes, other-based (vs. self-based) attribution, and teaching (vs. supportive and unsupportive) responses to negative emotions. However, the results found no cultural variation in the prevalence of intrinsic (vs. extrinsic) interpersonal emotion regulation. The findings suggest that elements of emotion-related content coexist in both cultures although the relative salience of such content differs across cultures.
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Costa, Henrique, Francisco Saavedra, and Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence." Work 69, no. 1 (May 26, 2021): 275–82. http://dx.doi.org/10.3233/wor-213476.
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BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures. RESULTS: Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small. CONCLUSIONS: Our study findings suggest the need and importance of implementing emotional education practices during adolescence.
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Bobro, L. "SELF-REGULATION DEVELOPMENT OF OLDER PRESCHOOLERS AS A CONDITION FOR THE ABILITY TO OVERCOME NEGATIVE EMOTIONS." Research Notes PP, no. 1 (April 9, 2021): 28–33. http://dx.doi.org/10.31654/2663-4902-2021-pp-1-28-33.
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Peper, Erik, I.-Mei Lin, Rick Harvey, Marina Gilbert, Prathyusha Gubbala, Amy Ratkovich, and Lauren Fletcher. "Transforming Chained Behaviors: Case Studies of Overcoming Smoking, Eczema, and Hair Pulling (Trichotillomania)a." Biofeedback 42, no. 4 (December 1, 2014): 154–60. http://dx.doi.org/10.5298/1081-5937-42.4.06.
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The authors describe the format of a holistic health class provided to undergraduates at San Francisco State University in California. The class initially emphasizes self-monitoring and record keeping to enhance the students' self-awareness of negative emotions, symptomatic behaviors, and other “chained behaviors” leading to various problems, such as smoking or eczema. The students cultivate a variety of positive self-care behaviors and self-regulation skills, such as mindfulness, relaxation skills, visualization techniques, and seeking social support. Finally, they learn to substitute these self-care practices for the negative emotions and behaviors, in the moments of emerging awareness, thus interrupting the “chain of behaviors” leading to problems. The authors provide case narratives of three students implementing this program to address personal illnesses or problems (smoking, eczema, and trichotillomania).
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Zaid, Sumaia Mohammed, Fonny Dameaty Hutagalung, Harris Shah Bin Abd Hamid, and Sahar Mohammed Taresh. "Sadness regulation strategies and measurement: A scoping review." PLOS ONE 16, no. 8 (August 13, 2021): e0256088. http://dx.doi.org/10.1371/journal.pone.0256088.
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Backgrounds Accurate measurement and suitable strategies facilitate people regulate their sadness in an effective manner. Regulating or mitigating negative emotions, particularly sadness, is crucial mainly because constant negative emotions may lead to psychological disorders, such as depression and anxiety. This paper presents an overview of sadness regulation strategies and related measurement. Method Upon adhering to five-step scoping review, this study combed through articles that looked into sadness regulation retrieved from eight databases. Results As a result of reviewing 40 selected articles, 110 strategies were identified to regulate emotions, particularly sadness. Some of the most commonly reported strategies include expressive suppression, cognitive reappraisal, distraction, seeking social or emotional support, and rumination. The four types of measures emerged from the review are self-reported, informant report (parents or peers), open-ended questions, and emotion regulation instructions. Notably, most studies had tested psychometric properties using Cronbach’s alpha alone, while only a handful had assessed validity (construct and factorial validity) and reliability (Cronbach’s alpha or test-retest) based on responses captured from questionnaire survey. Conclusion Several sadness regulation strategies appeared to vary based on gender, age, and use of strategy. Despite the general measurement of emotion regulation, only one measure was developed to measure sadness regulation exclusively for children. Future studies may develop a comprehensive battery of measures to assess sadness regulation using multi-component method.
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Polskaya, N. A. "Emotion Dysregulation in the Structure of Self-Injurious Behavior." Консультативная психология и психотерапия 26, no. 4 (2018): 65–82. http://dx.doi.org/10.17759/cpp.2018260405.
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We present the results of the research of the link between emotion regulation and self-injurious behavior. The sample consisted of 706 respondents aged 14—35 (467 female). Methods: Emotion Dysregulation Questionnaire (Polskaya, Razvaliaeva, 2017), Reasons for Self-Injury Scale (Polskaya, 2017), Coping Behavior Strategies Questionnaire (Vasserman et al., 2008), Psychological Mindedness Scale (Novikova, Kornilova, 2014), Positive and Negative Affect Scale (Osin, 2012). Results: we found out that self-injury is more frequent in females, self-injury risk is most severe at 14—21 years. Significant relationships were yielded for self-injurious behavior, emotion dysregulation, hindered awareness and access to emotions, and coping strategies — confrontation, avoidance, self-control, and responsibility. Regression analysis showed that avoidance as a strategy of emotion dysregulation mediates the influence of negative affect on self-injurious behavior; another form of emotion dysregulation — rumination — predicts the increase of negative and the decrease of positive affect. Conclusions: emotion dysregulation underlies the cycle of negative affect aggravation that leads to self-injury. Adolescence and youth are the most dangerous ages when self-injury is used for negative affect regulation.
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Caprara, Gian Vittorio, Maria Gerbino, Marinella Paciello, Laura Di Giunta, and Concetta Pastorelli. "Counteracting Depression and Delinquency in Late Adolescence." European Psychologist 15, no. 1 (January 2010): 34–48. http://dx.doi.org/10.1027/1016-9040/a000004.
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A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.
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Fischer, Agneta H. "Comment: The Emotional Basis of Toxic Affect." Emotion Review 10, no. 1 (January 2018): 57–58. http://dx.doi.org/10.1177/1754073917719327.
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I focus on some differences between negative emotional states and how they are coped with in explaining different cardiac risks. The different cognitive, motivational, and physiological characteristics of emotions imply different appraisals of the negative event, and different resources to cope with the event. Cardiovascular activity depends on these different appraisals and coping strategies. For example, cortisol levels have shown to be differently associated with anger and fear responses to social stress. In addition, different ways to regulate one’s emotions are also associated with different bodily responses that may increase or decrease cardiac risks. Future research should not only examine different emotions to stressors, but also more long-term regulation strategies and coping resources, such as self-esteem.
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Nook, Erik C., Ajay B. Satpute, and Kevin N. Ochsner. "Emotion Naming Impedes Both Cognitive Reappraisal and Mindful Acceptance Strategies of Emotion Regulation." Affective Science 2, no. 2 (April 20, 2021): 187–98. http://dx.doi.org/10.1007/s42761-021-00036-y.
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AbstractFriends and therapists often encourage people in distress to say how they feel (i.e., name their emotions) with the hope that identifying their emotions will help them cope. Although lay and some psychological theories posit that emotion naming should facilitate subsequent emotion regulation, there is little research directly testing this question. Here, we report on two experimental studies that test how naming the emotions evoked by aversive images impacts subsequent regulation of those emotions. In study 1 (N = 80), participants were randomly assigned into one of four between-subjects conditions in which they either (i) passively observed aversive images, (ii) named the emotions that these images made them feel, (iii) regulated their emotions by reappraising the meaning of images, or (iv) both named and regulated their emotions. Analyses of self-reported negative affect revealed that emotion naming impeded emotion regulation via reappraisal. Participants who named their emotions before reappraising reported feeling worse than those who regulated without naming. Study 2 (N = 60) replicated these findings in a within-participants design, demonstrated that emotion naming also impeded regulation via mindful acceptance, and showed that observed effects were unrelated to a measure of social desirability, thereby mitigating the concern of experimenter demand. Together, these studies show that the impact of emotion naming on emotion regulation opposes common intuitions: instead of facilitating emotion regulation via reappraisal or acceptance, constructing an instance of a specific emotion category by giving it a name may “crystalize” one’s affective experience and make it more resistant to modification.
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Powell, Suzanna, Joanne Bower, Dagny Deutchman, and Cara Palmer. "097 Subjective Sleep Quality is Associated with the Regulation of Positive Emotions." Sleep 44, Supplement_2 (May 1, 2021): A40. http://dx.doi.org/10.1093/sleep/zsab072.096.
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Abstract Introduction Sleep disturbances have been associated with emotion regulation difficulties, which in turn predicts the onset and maintenance of mental health disorders. However, research has primarily focused on the regulation of negative emotions. Associations between sleep and positive emotion regulation strategies are unknown. The current research examined relationships between subjective sleep disturbances (Study 1 and Study 2), objective sleep (Study 2), and positive emotion regulation strategies, including strategies that enhance or maintain positive emotions (i.e., savoring) and strategies that reduce positive emotion (i.e., dampening). Methods In Study 1, participants (N = 388, ages 18–64 years, 65% female) completed the Pittsburgh Sleep Quality Index and the Responses to Positive Affect questionnaire to assess their positive emotion regulation strategy use, which consists of three subscales (emotion-focused savoring, self-focused savoring, and dampening). Participants in Study 2 (N = 59, ages 18–30 years, 84% female) completed the Pittsburgh Sleep Quality Index, the Responses to Positive Affect questionnaire, and wore an actigraph for one week. Results In Study 1, greater subjective sleep disturbances were associated with increased dampening (β = .45, B = .45, SE = .05, 95% C.I. = .35, .55, p <.001), less emotion-focused savoring (β = -.16, B = -.10, SE = .03, 95% C.I. = -.16, -.04, p <.005) and less self-focused savoring (β = -.16, B = -.08, SE = .03, 95% C.I. = -.13, -.03, p < .05). In Study 2, subjective sleep disturbances were associated with greater dampening (β = .31, B = .70, SE = .32, 95% C.I. = .07, 1.34, p < .05), and marginally less self-focused savoring (β = -.28, B = -.82, SE = .42, 95% C.I. = -1.67, .02, p = .05). Actigraphy-measured sleep was unrelated to positive emotion regulation. All models adjusted for adjusted for age and gender. Conclusion Subjective sleep disturbances are associated with positive emotion regulation strategies, particularly strategies that dampen positive emotional experiences. These findings complement prior associations among sleep and the dysregulation of negative emotions, and suggest that sleep-related positive emotion dysregulation may be one mechanism by which sleep can lead to the development of emotional disorders. Support (if any):
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Παναγιώτου, Γεωργία, and Δημήτρης Αγοραστός. "H σχέση των συναισθημάτων με την εστιαζόμενη στον εαυτό προσοχή και την ρύθμιση της συμπεριφοράς." Psychology: the Journal of the Hellenic Psychological Society 23, no. 1 (October 15, 2020): 37. http://dx.doi.org/10.12681/psy_hps.23017.
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The present study has two aims: First it summarizes current theory and research on the association between self-consciousness/self-focused attention and different aspects of emotions in both typical and clinical populations. Second, it presents some new findings which address this association. As described in the literature, in the process of achieving one’s goals the individual compares oneself with standards and regulates one’s behavior, making behavioral adjustments or changing the goal in order to minimize the difference between one’s current status and one’s goals. During this self-evaluation process, which is an inherent part of self-regulation, attention is focused on the self and can be related to either positive or negative emotions depending on the subjective evaluation regarding the likelihood of achieving one’s goals. In psychopathology this process seems to dysfunction, so that the individual is trapped in a vicious cycle of negative emotion and increased self-focused attention/selfconsciousness. Research suggests that specific emotions, or their dimensions are associated with increased self-focused attention but it remains unclear which these dimensions are and how are related to psychopathology. Τhe findings we present attempt to separate the effects of the basic affective dimensions of valence, arousal and dominance on increased self-focused attention.
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Abramova, A., S. N. Enikolopov, A. Efremov, and S. O. Kuznetsova. "Autoaggressive Non-Suicidal Behavior as the Way of Coping with Negative Emotions." Клиническая и специальная психология 7, no. 2 (2018): 21–40. http://dx.doi.org/10.17759/cpse.2018070202.
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Due to the increasing rhythm and tempo of the contemporary life the feeling of stress and pressure increases as well. Especially one feels it in teen years and youth. To be able to somehow master and contain the inner changes and the pressures from the outside the resulting in feeling of inner pressure and intolerableness of the world the teenagers and youths may resort to smoking, drugs, aggressive and autoaggressive behavior. One can distinguish between suicidal, self-destructive (suicidal equivalents), self-harming types of behavior. Harming oneself may be seen as a method of dealing with negative emotions. The study of the characteristics of emotional regulation and mastering strategies among the teenagers and young people of non-clinical sample included 248 persons (128 young men and 120 young women). The average age 19,4 years. The methods used were as follows. To define the level of behavior with deliberate self-harming we used the Russian version of questionnaire The Deliberate Self-Harm Inventory (DSHI). The Suicidal Behaviors Questionnaire-Revised (SBQ-R) was used to control the presence or absence of suicidal tendencies. And The Positive and Negative Affect Schedule-Expanded (PANAS-X) was applied to identify separate parameters of emotional states. While the choice of the concrete mastering strategies was assessed with the help of the COPE method. The research showed significant differences in the parameters of negative emotional characteristics between the autoaggressors and the persons who never performed any autoaggressive actions. Moreover the "recent autoaggressors" showed a much higher level of the expressed negative emotions than the "old ones". It was confirmed that autoaggressors use a singular model of evasion where the key aspects of self-harming behavior would be the hightened level of negative emotions. It was found that autoaggressors choose non-adaptive coping strategies more often than the participants of the normative test-group.
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Ruppert, Julia C., and Francisco Jose Eiroa-Orosa. "Positive visual reframing: A randomised controlled trial using drawn visual imagery to defuse the intensity of negative experiences and regulate emotions in healthy adults." Anales de Psicología 34, no. 2 (April 10, 2018): 368. http://dx.doi.org/10.6018/analesps.34.2.286191.
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<p>This research explores the outcome of <em>positive visual reframing </em>(PVR)<em>, </em>a single session intervention where drawn images of negative experiences and open memories were redrawn and visually reframed to form new positive narratives. The study hypothesised that PVR would lead to improvements to positive and negative affect, self-efficacy and the perceived intensity and perceived resolution of a selected negative experience. Healthy adults (<em>N</em>=62) were randomly assigned to the PVR or control condition. For the experimental group, statistical significance was identified for positive affect and the perceived intensity and resolution of the negative experience immediately following the PVR activity. Self-efficacy was marginally significant. The findings highlight the potential of positive visual reframing to enhance emotional regulation when negative emotions are triggered. At two weeks’ post-intervention, improvements were identified in both conditions. This suggests that over time, the visual and sensory exposure created by drawing a negative memory may also lead to positive gains. The study emphasises the potential of PVR to regulate emotions and defuse the intensity of negative or open memories by visually transforming a moment of peak perceptual intensity. Future studies exploring the effectiveness of positive visual reframing to shift negative emotions in clinical and non-clinical populations are recommended.</p>
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Quirin, Markus, and Julius Kuhl. "Positive affect, self-access, and health." Zeitschrift für Gesundheitspsychologie 16, no. 3 (July 2008): 139–42. http://dx.doi.org/10.1026/0943-8149.16.3.139.
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Abstract. Based on the framework of Personality Systems Interactions theory, this article addresses the functional mechanisms by which positive affect influences motivational and self-regulatory determinants of health-relevant behavior on an elementary level of processing. Research encompassing experimental procedures such as the Stroop task will be presented which suggest that positive affect is necessary not only to facilitate self-regulation of negative emotions but also to facilitate self-motivation, i.e., the enactment of difficult intentions that entail the risk of procrastination. We also highlight the role of state and trait accessibility of self-referential information (”self-access”) in generating such positive affect. The relevance of the findings for health maintenance is addressed.
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Yoon, Sunkyung, and Jonathan Rottenberg. "Why Do People With Depression Use Faulty Emotion Regulation Strategies?" Emotion Review 12, no. 2 (December 19, 2019): 118–28. http://dx.doi.org/10.1177/1754073919890670.
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Why do people with psychopathology use less adaptive and more maladaptive strategies for negative emotions if such usage has self-destructive consequences? Although researchers have examined the reasons for people’s engagement in maladaptive “behaviors,” such as nonsuicidal self-injury, surprisingly little attention has been paid to the reasons why people might endorse maladaptive emotion regulation (ER) strategies. This article addresses this question, focusing on the case of depression, evaluating an array of 10 possible explanations. After considering the existing evidence, we provide a blueprint to help the field reach stronger conclusions about depression and other forms of psychopathology. Better understanding of the origins of healthy/unhealthy ER has implications for clinical science, clinical practice, as well as their integration.
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Daros, Alexander R., Achala H. Rodrigo, Nikoo Norouzian, Bri S. Darboh, Kateri McRae, and Anthony C. Ruocco. "Cognitive Reappraisal of Negative Emotional Images in Borderline Personality Disorder: Content Analysis, Perceived Effectiveness, and Diagnostic Specificity." Journal of Personality Disorders 34, no. 2 (April 2020): 199–215. http://dx.doi.org/10.1521/pedi_2018_32_390.
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Individuals with borderline personality disorder (BPD) report using cognitive reappraisal less often than healthy individuals despite the long-term benefits of the emotion regulation strategy on emotional stability. Individuals with BPD, mixed anxiety and/or depressive disorders (MAD), and healthy controls (HC) completed an experimental task to investigate the tactics contained in cognitive reappraisal statements vocalized for high and low emotional intensity photographs. Self-reported effectiveness after using cognitive reappraisal to decrease negative emotions was also evaluated. Although BPD and MAD used a similar number of cognitive reappraisal tactics, they perceived themselves as less effective at reducing their negative emotions compared to HC. During cognitive reappraisal, BPD and MAD uttered fewer words versus HC, while BPD uttered fewer words versus MAD. Results suggest that individuals with BPD and MAD are less fluent and perceive themselves as less effective than HC when using cognitive reappraisal to lower negative emotions regardless of stimulus intensity.
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Chen and Chun. "Association between Emotion Dysregulation and Distinct Groups of Non-Suicidal Self-Injury in Taiwanese Female Adolescents." International Journal of Environmental Research and Public Health 16, no. 18 (September 11, 2019): 3361. http://dx.doi.org/10.3390/ijerph16183361.
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Background: Previous studies revealed that female adolescents are more likely than males to engage in non-suicidal self-injury (NSSI) to regulate negative emotions; however, the dimensions of emotion regulation that are associated with NSSI behavior in adolescents require further examination. The present study aimed to identify Taiwanese female adolescent clusters with NSSI engagement frequency and to evaluate the association of specific forms of emotion dysregulation with NSSI. Methods: The participants were 438 female adolescents (mean age = 15.23 years, SD = 1.24, range between 13 and 18) recruited from 11 high schools. Self-report questionnaires assessing NSSI, difficulties in emotion regulation, and positive and negative affect were administered, and 37% of respondents reported a history of NSSI. Results: The analysis of NSSI frequency yielded three groups: severe, moderate, and non-NSSI. High negative affect, low positive affect, and difficulties in all aspects of emotion regulation differentiated female adolescents in the severe NSSI group from their counterparts in the non-NSSI group. The moderate and severe NSSI groups were further distinguished by age of onset, negative affect, emotion regulation strategies, and impulse control. Adolescents classified in the severe group reported earlier onset of NSSI, higher negative affect, less emotion regulation strategies, and more difficulty with impulse control. Conclusions: The results indicate that assessments of NSSI and emotion regulation should be incorporated in youth mental health screening. The clinical implications of NSSI behavior intervention require further discussion.
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Ren, Shengtao, Juzhe Xi, and Angel Ray. "Analysis of the correlation between students’ self-compassion and external pressure under chronic stress response." Work 69, no. 2 (June 24, 2021): 585–97. http://dx.doi.org/10.3233/wor-213501.
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BACKGROUND: Although the environment of college students is relatively safe, they are faced with the pressure of study, interpersonal relationship, and even future employment, which leads to a variety of psychological disorders, among which stress response is the most common one. As a new concept of healthy self, it is not clear how self - compassion affects students’ stress response. OBJECTIVE: This study aimed to analyze the role of students’ self-compassion based on chronic stress response in negative emotional regulation and coping style selection caused by external pressure, and to provide a theoretical basis for the application of self-compassion in regulating individual emotions in the future. METHODS: The 427 students from many universities in China who have applied for the 2020 postgraduate entrance examination and were preparing for the examination were classified into S1 group (preparation time < 2 months), S2 group (2 months < 5 months), and S3 group (preparation time > 5 months). The students who didn’t apply for the examination were set as D0 control group. The total stress response score, learning pressure, and positive and negative emotional scores of each group were compared. The Bootstrapping sampling method was used to examine the mediating effect of self - compassion. The students applying for the examination were classified into high-level self-compassion group (G1) and low-level self-compassion group (G2). RESULTS: The scores of learning stress and negative emotion in S1, S2, and S3 groups were significantly higher than those in D0 group, and S1 > S2 > S3 (P < 0.05). The proportion of students in G1 group who responded to review setbacks in a mature way was significantly higher than that in G2 group, and the proportion of immature type was significantly lower than that of G2 group (P < 0.05). There was a very significant positive correlation between self-compassion and problem solving and asking for help (P < 0.001). CONCLUSIONS: Self-compassion concept can reduce students’ negative emotions facing external pressure and protect individual positive emotions. In conclusion, faced at external pressure and stress, individuals with high self-esteem would not escape from their own negative emotions, and were more inclined to choose a positive way to solve problems and seek help from others.
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Young, Katherine, Christina Sandman, and Michelle Craske. "Positive and Negative Emotion Regulation in Adolescence: Links to Anxiety and Depression." Brain Sciences 9, no. 4 (March 29, 2019): 76. http://dx.doi.org/10.3390/brainsci9040076.
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Emotion regulation skills develop substantially across adolescence, a period characterized by emotional challenges and developing regulatory neural circuitry. Adolescence is also a risk period for the new onset of anxiety and depressive disorders, psychopathologies which have long been associated with disruptions in regulation of positive and negative emotions. This paper reviews the current understanding of the role of disrupted emotion regulation in adolescent anxiety and depression, describing findings from self-report, behavioral, peripheral psychophysiological, and neural measures. Self-report studies robustly identified associations between emotion dysregulation and adolescent anxiety and depression. Findings from behavioral and psychophysiological studies are mixed, with some suggestion of specific impairments in reappraisal in anxiety. Results from neuroimaging studies broadly implicate altered functioning of amygdala-prefrontal cortical circuitries, although again, findings are mixed regarding specific patterns of altered neural functioning. Future work may benefit from focusing on designs that contrast effects of specific regulatory strategies, and isolate changes in emotional regulation from emotional reactivity. Approaches to improve treatments based on empirical evidence of disrupted emotion regulation in adolescents are also discussed. Future intervention studies might consider training and measurement of specific strategies in adolescents to better understand the role of emotion regulation as a treatment mechanism.
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Rausch, Andreas, Jürgen Seifried, and Christian Harteis. "Emotions, coping and learning in error situations in the workplace." Journal of Workplace Learning 29, no. 5 (July 10, 2017): 374–93. http://dx.doi.org/10.1108/jwl-01-2017-0004.
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Purpose This paper aims to investigate the complex relationship between emotions, coping approaches and learning in error situations in the workplace. The study also examines the influence of individual error orientation, as well as psychological safety, and team learning behaviour as contextual factors. Design/methodology/approach To measure emotions, coping and learning from errors in situ, a semi-standardised error diary was administered. Individual and contextual factors were measured by standard questionnaires. Totally, 22 young employees participated in the study and recorded n = 99 error situations in a three-week diary period. Findings Errors typically provoked negative emotions, particularly in cases of “public” errors. Negative emotions provoked emotion-focused coping. However, there was no direct effect of emotions on learning. Learning seems to depend primarily on the in-depth analysis of the error, no matter whether the original coping intention is aimed at problem-solving, self-protection or emotion regulation. A quick error correction does not necessarily result in learning. Furthermore, plausible influences of individual and contextual factors were found, but must be interpreted cautiously. Research limitations/implications The small sample size, particularly in person-level analyses, is a major shortcoming of the study. Originality/value To overcome shortcomings of common retrospective self-reports such as interviews or questionnaires, this study uses the diary method as an innovative approach to investigate processes in situ.
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Miller, Adam Bryant, Mitchell J. Prinstein, Emily Munier, Laura S. Machlin, and Margaret A. Sheridan. "Emotion Reactivity and Regulation in Adolescent Girls Following an Interpersonal Rejection." Journal of Cognitive Neuroscience 31, no. 2 (February 2019): 249–61. http://dx.doi.org/10.1162/jocn_a_01351.
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Failures in emotion regulation, especially as a result of interpersonal stress, are implicated as transdiagnostic risk factors for psychopathology. This study examines the effects of an experimentally timed targeted interpersonal rejection on emotion reactivity and regulation in typically developing adolescent girls. Girls ( n = 33, ages 9–16 years, M = 12.47, SD = 2.20) underwent fMRI involving a widely used emotion regulation task. The emotion task involves looking at negative stimuli and using cognitive reappraisal strategies to decrease reactions to negative stimuli. Participants also engaged in a social evaluation task, which leads participants to believe a preselected peer was watching and evaluating the participant. We subsequently told participants they were rejected by this peer and examined emotion reactivity and regulation before and after this rejection. Adolescent girls evidence greater reactivity via higher self-reported emotional intensity and greater amygdala activation to negative stimuli immediately after (compared with before) the rejection. Self-reported emotional intensity differences before and after rejection were not observed during regulation trials. However, on regulation trials, girls exhibited increased prefrontal activation in areas supporting emotion regulation after compared with before the rejection. This study provides evidence that a targeted rejection increases self-report and neural markers of emotion reactivity and that girls increase prefrontal activation to regulate emotions after a targeted rejection.
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Hereld, Diana Christine. "Music as a Regulator of Emotion: Three Case Studies." Music and Medicine 11, no. 3 (July 26, 2019): 183. http://dx.doi.org/10.47513/mmd.v11i3.644.
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This study explores music in the reduction of negative affect and emotion. Focusing on musical behavior in emotion regulation as it relates to trauma, this study investigates three questions: How do conscientious music listening practices impact the regulation of affect and self-harming impulses in individuals who experience trauma, mental illness, or self-destructive behavior? What aspects of musical intensity help alleviate anger, pain, sadness, despair, hopelessness, or suicidal ideation? How do participants use varied listening strategies to regulate and modulate negative affect and emotions?Three case studies of two American females and one male aged 18-26 with history of a diagnosis of general anxiety disorder, borderline personality disorder, prior self-harm or suicidality, complex trauma, and PTSD are presented using a combined ethnographic approach, including survey administration, interviews, and phenomenological exploration. Through the review and thematic analysis of behavior in response to musical interaction both during and following traumatic life events, this study shows music is a successful tool for modulating overwhelming negative emotion, fostering hope and resilience, and circumventing self-destructive impulses. These results reveal potential for future research investigating the role of musical affect-regulation in both trauma recovery and reducing self-destructive behavior.
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Blau, Rivka, and Pnina S. Klein. "Effects of Elicited Emotions on Cognitive Functioning of Preschool Children With Different Types of Temperament." Journal of Cognitive Education and Psychology 10, no. 2 (2011): 157–66. http://dx.doi.org/10.1891/19450-8959.10.2.157.
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The objective of this study was to examine the effects of elicited positive and negative emotions on cognitive functioning of preschool children with different temperament types. Emotions were elicited through presentations of video clips before children were asked to perform a series of cognitive tasks. Eliciting positive emotions generated an overall enhancement in children’s cognitive functioning, independent of their temperament. However, specific temperamental characteristics were found to be significantly related to specific cognitive functions. For example, following elicitation of positive emotions, children who were rated high on Attention Shifting performed less well on a “Gestalt Closure” task, whereas performance of children who were rated low on the same subscale was enhanced. Significant differences were found regarding the effect of eliciting emotions on children who rated intermediate as compared with those who rated high or low on several temperamental subscales. These findings are discussed within the contexts of self- and emotion-regulation.
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Wach, Aleksandra. "THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS." Neofilolog, no. 52/1 (April 25, 2019): 119–37. http://dx.doi.org/10.14746/n.2019.52.1.10.
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Academic writing, which necessitates a coordination of multiple higherlevel cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.
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Morawetz, Carmen, David Steyrl, Stella Berboth, Hauke R. Heekeren, and Stefan Bode. "Emotion Regulation Modulates Dietary Decision-Making via Activity in the Prefrontal–Striatal Valuation System." Cerebral Cortex 30, no. 11 (June 22, 2020): 5731–49. http://dx.doi.org/10.1093/cercor/bhaa147.
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Abstract The consumption of indulgent, carbohydrate- and fat-rich foods is often used as a strategy to cope with negative affect because they provide immediate self-reward. Such dietary choices, however, can severely affect people’s health. One countermeasure could be to improve one’s emotion regulation ability. We used functional magnetic resonance imaging to examine the neural activity underlying the downregulation of incidental emotions and its effect on subsequent food choices. We investigated whether emotion regulation leads to healthier food choices and how emotion regulation interacts with the brain’s valuation and decision-making circuitry. We found that 1) the downregulation of incidental negative emotions was associated with a subsequent selective increase in decisions for tasty but also for healthy foods, 2) food preferences were predicted by palatability but also by the current emotional state, and 3) emotion regulation modulated decision-related activation in the ventromedial prefrontal cortex and ventral striatum. These results indicate that emotional states are indeed important for food choice and that the process of emotion regulation might boost the subsequent processing of health attributes, possibly via neural reward circuits. In consequence, our findings suggest that increasing emotion regulation ability could effectively modulate food choices by stimulating an incidental upvaluation of health attributes.
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Tommasi, Marco, Paola Grassi, Michela Balsamo, Laura Picconi, Adrian Furnham, and Aristide Saggino. "Correlations Between Personality, Affective and Filial Self-Efficacy Beliefs, and Psychological Well-Being in a Sample of Italian Adolescents." Psychological Reports 121, no. 1 (July 27, 2017): 59–78. http://dx.doi.org/10.1177/0033294117720698.
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Adolescence is a critical period for the emergence of a balanced personality in adults. Extraversion, neuroticism, and affective self-efficacy beliefs in emotion regulation showed to be good predictors of psychological well-being in adolescents. We analyzed the association between affective self-efficacy beliefs, personality traits, and psychological well-being of 179 Italian adolescents. We also analyzed the connection between adolescents’ filial self-efficacy beliefs and psychological well-being and possible moderating effects of self-efficacy beliefs on personality traits. Results show that extraversion, neuroticism, and self-efficacy beliefs in emotion regulation are correlated with psychological well-being, while filial self-efficacy does not. Self-efficacy beliefs do not show significant moderating effects on personality traits, even if self-efficacy beliefs in expressing positive emotions reduce negative characteristics of individuals with high level of psychoticism.
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Meyer, Sara, H. Abigail Raikes, Elita A. Virmani, Sara Waters, and Ross A. Thompson. "Parent emotion representations and the socialization of emotion regulation in the family." International Journal of Behavioral Development 38, no. 2 (February 3, 2014): 164–73. http://dx.doi.org/10.1177/0165025413519014.
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There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children’s emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents’ socialization approaches. This study examined multiple aspects of parents’ self-reported emotion representations and their associations with parents’ strategies for managing children’s negative emotions and children’s emotion self-regulatory behaviors. The sample consisted of 73 mothers of 4–5-year-old children; the sample was ethnically diverse. Two aspects of parents’ beliefs about emotion – the importance of attention to/acceptance of emotional reactions, and the value of emotion self-regulation – were associated with both socialization strategies and children’s self-regulation. Furthermore, in mediational models, the association of parental representations with children’s emotion regulation was mediated by constructive socialization strategies. These findings are among the first to highlight the specific kinds of emotion representations that are associated with parents’ emotion socialization, and their importance to family processes shaping children’s emotional development.
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Oxford, Rebecca L. "Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning." Studies in Second Language Learning and Teaching 5, no. 3 (January 1, 2015): 371–93. http://dx.doi.org/10.14746/ssllt.2015.5.3.2.
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Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As “the primary human motive” (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.
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Grosse Rueschkamp, Johanna M., Annette Brose, Arno Villringer, and Michael Gaebler. "Neural correlates of up-regulating positive emotions in fMRI and their link to affect in daily life." Social Cognitive and Affective Neuroscience 14, no. 10 (October 1, 2019): 1049–59. http://dx.doi.org/10.1093/scan/nsz079.
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Abstract Emotion regulation is typically used to down-regulate negative or up-regulate positive emotions. While there is considerable evidence for the neural correlates of the former, less is known about the neural correlates of the latter—and how they are associated with emotion regulation and affect in daily life. Functional magnetic resonance imaging (fMRI) data were acquired from 63 healthy young participants (22 ± 1.6 years, 30 female), while they up-regulated their emotions to positive and neutral images or passively watched them. The same participants’ daily affect and emotion regulation behavior was measured using experience sampling over 10 days. Focusing on the ventral striatum (VS), previously associated with positive affective processing, we found increased activation during the up-regulation to both positive and neutral images. VS activation for the former positively correlated with between- and within-person differences in self-reported affective valence during fMRI but was not significantly associated with up-regulation in daily life. However, participants with lower daily affect showed a stronger association between changes in affect and activation in emotion-related (medial frontal and subcortical) regions—including the VS. These results support the involvement of the VS in up-regulating positive emotions and suggest a neurobehavioral link between emotion-related brain activation and daily affect.
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Dzwonkowska, Irena, and Alicja Żak-Łykus. "Self-compassion and social functioning of people – research review." Polish Psychological Bulletin 46, no. 1 (March 1, 2015): 82–87. http://dx.doi.org/10.1515/ppb-2015-0009.
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Abstract Self-compassion is considered to be a healthy and adaptive attitude towards oneself, occurring both as a feature, as well as a state. Self-compassionate attitude towards oneself is composed of: a) kindness and understanding given to oneself b) mindfulness of one’s own experiences and c) a sense of community of experiences with humanity. Compassion towards oneself is structurally and functionally distinct from the self-commiseration and self-pity that lead to worse adaptation. Research shows that self-compassion is associated with better regulation of negative emotions. Neff (2003 a) in her theoretical assumption states that due to more effective emotion regulation , people with a higher level of selfcompassion can generally cope better with reality. Therefore a question arises as to what the relationship is between a compassionate attitude towards oneself and social functioning of people. This article is a review of research that has been conducted so far regarding relations between self-compassion and the various dimensions of social functioning.
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Kühnel, A., A. Widmann, L. Colic, L. Herrmann, L. R. Demenescu, A. L. Leutritz, M. Li, et al. "Impaired cognitive self-awareness mediates the association between alexithymia and excitation/inhibition balance in the pgACC." Psychological Medicine 50, no. 10 (July 22, 2019): 1727–35. http://dx.doi.org/10.1017/s0033291719001806.
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AbstractBackgroundPrevious research showed that automatic emotion regulation is associated with activation of subcortical areas and subsequent feedforward processes to cortical areas. In contrast, cognitive awareness of emotions is mediated by negative feedback from cortical to subcortical areas. Pregenual anterior cingulate cortex (pgACC) is essential in the modulation of both affect and alexithymia. We considered the interplay between these two mechanisms in the pgACC and their relationship with alexithymia.MethodIn 68 healthy participants (30 women, age = 26.15 ± 4.22) we tested associations of emotion processing and alexithymia with excitation/inhibition (E/I) balance represented as glutamate (Glu)/GABA in the pgACC measured via magnetic resonance spectroscopy in 7 T.ResultsAlexithymia was positively correlated with the Glu/GABA ratio (N = 41, p = 0.0393). Further, cognitive self-awareness showed an association with Glu/GABA (N = 52, p = 0.003), which was driven by a correlation with GABA. In contrast, emotion regulation was only correlated with glutamate levels in the pgACC (N = 49, p = 0.008).ConclusionOur results corroborate the importance of the pgACC as a mediating region of alexithymia, reflected in an altered E/I balance. Furthermore, we could specify that this altered balance is linked to a GABA-related modulation of cognitive self-awareness of emotions.
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Jauniaux, Josiane, Marie-Hélène Tessier, Sophie Regueiro, Florian Chouchou, Alexis Fortin-Côté, and Philip L. Jackson. "Emotion regulation of others’ positive and negative emotions is related to distinct patterns of heart rate variability and situational empathy." PLOS ONE 15, no. 12 (December 31, 2020): e0244427. http://dx.doi.org/10.1371/journal.pone.0244427.
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Although emotion regulation has been proposed to be crucial for empathy, investigations on emotion regulation have been primarily limited to intrapersonal processes, leaving the interpersonal processes of self-regulation rather unexplored. Moreover, studies showed that emotion regulation and empathy are related with increased autonomic activation. How emotion regulation and empathy are related at the autonomic level, and more specifically during differently valenced social situations remains an open question. Healthy adults viewed a series of short videos illustrating a target who was expressing positive, negative, or no emotions during a social situation (Positive, Negative, or Neutral Social Scenes). Prior to each video, participants were instructed to reappraise their own emotions (Up-regulation, Down-regulation, or No-regulation). To assess autonomic activation, RR intervals (RRI), high frequency (HF) components of heart rate variability (HRV), and electrodermal activity phasic responses (EDRs) were calculated. Situational empathy was measured through a visual analogue scale. Participants rated how empathic they felt for a specific target. Up- and Down-regulation were related to an increase and a decrease in situational empathy and an increase in RRI and HF, respectively, compared to the control condition (No-regulation). This suggests increased activity of the parasympathetic branch during emotion regulation of situational empathic responses. Positive compared to Negative Social Scenes were associated with decreased situational empathy, in addition to a slightly but non-significantly increased HF. Altogether, this study demonstrates that emotion regulation may be associated with changes in situational empathy and autonomic responses, preferentially dominated by the parasympathetic branch and possibly reflecting an increase of regulatory processes. Furthermore, the current study provides evidence that empathy for different emotional valences is associated with distinct changes in situational empathy and autonomic responses.
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Radanovic, Ana, Isidora Micic, Svetlana Pavlovic, and Ksenija Krstic. "Pandemic parenting: Predictors of quality of parental pandemic practices during COVID-19 lockdown in Serbia." Psihologija, no. 00 (2020): 40. http://dx.doi.org/10.2298/psi200731040r.
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The aim of our study was to explore relations between parents? and children?s fear of COVID-19, parents? dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID-19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents? fear, pandemic distress, and parents? cognitive anxiety symptoms increase children?s fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents? negative emotions regulation and the effects of children?s emotions on the quality of parental pandemic practices during an ongoing pandemic.
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Kinkead, Ana, Susana Sanduvete-Chaves, Salvador Chacón-Moscoso, and Christian E. Salas. "Couples extrinsic emotion regulation questionnaire: Psychometric validation in a Chilean population." PLOS ONE 16, no. 6 (June 2, 2021): e0252329. http://dx.doi.org/10.1371/journal.pone.0252329.
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The way couples regulate their emotions affects the quality of their relationship. Despite this, no evidence-based scales of validity and reliability can measure the intention to regulate emotions in the romantic dyad. In order to address this gap, we developed the Couples Extrinsic Emotion Regulation (CEER) questionnaire. First, we adapted the “Others” subscale from the Emotion Regulation of Others and Self questionnaire (EROS) for any close relationship to measure the intention to regulate emotions in couples; second, the psychometric properties of the CEER questionnaire were studied. For the content validity assessment, 23 experts (47.8% of whom worked in social and health psychology and the psychology of emotions, 17.4% in couples’ therapy, and 34.8% in social science methodologies) participated. A total of 528 Chileans completed the online CEER questionnaire, the relationship satisfaction scale (RAS) and dyadic adjustment scale (DAS): 27.8% were male, age M = 38.7, SD = 10.05, and time of the relationships M = 11.27, SD = 9.82. The content-based validity study made it possible to determine which items to include in the final version. Two unrelated first-order factors structure of the original test fit (RMSEA = .052, GFI = .97, AGFI = .95; CFI = .99; NFI = .98; and NNFI = .98). The CEER+ and CEER- factors presented adequate internal consistency (α = .79; ω = .80 and α = .85; ω = .85, respectively). The discrimination index of the factors were excellent (CEER+ = .55 and CEER- = .63). Validity evidence based on the relations to other variables showed a direct positive relation between CEER+, RAS and overall DAS, as well as their factors; and a negative relation between CEER-, RAS overall DAS, as well as their factors. The use of this instrument is recommended for the identification of Chilean couples where at least one of the partners has a less favorable opinion of their relationship, providing relevant data for couple’s therapy.
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Hyun, Seunghun, and Jongho Shin. "The Effects of Negative Emotions, Self-efficacy, and Achievement Goal-Orientation on Academic Behavioral Regulation in an Academic Failure Situation." Korean Journal of Educational Psychology 34, no. 2 (June 30, 2020): 421–45. http://dx.doi.org/10.17286/kjep.2020.34.2.09.
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Collins, Michael D., and Chris J. Jackson. "A process model of self-regulation and leadership: How attentional resource capacity and negative emotions influence constructive and destructive leadership." Leadership Quarterly 26, no. 3 (June 2015): 386–401. http://dx.doi.org/10.1016/j.leaqua.2015.02.005.
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Naeem, Muhammad, Qingxiong (Derek) Weng, Ahmed Ali, and Zahid Hameed. "Linking family incivility to workplace incivility: Mediating role of negative emotions and moderating role of self‐efficacy for emotional regulation." Asian Journal of Social Psychology 23, no. 1 (November 8, 2019): 69–81. http://dx.doi.org/10.1111/ajsp.12391.
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