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1
Desseilles, Martin, and Catherine Duclos. "Dream and emotion regulation: Insight from the ancient art of memory." Behavioral and Brain Sciences 36, no. 6 (November 21, 2013): 614. http://dx.doi.org/10.1017/s0140525x13001271.
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AbstractDuring dreaming, as well as during wakefulness, elaborative encoding, indexing and ancient art of memory (AAOM) techniques, such as the method of loci, may coincide with emotion regulation. These techniques shed light on the link between dreaming and emotional catharsis, post-traumatic stress disorder, supermemorization during sleep as opposed to wakefulness, and the developmental role of rapid eye movement (REM) sleep in children.
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Westermann, Stefan, Frieder M. Paulus, Laura Müller-Pinzler, and Sören Krach. "Elaborative encoding during REM dreaming as prospective emotion regulation." Behavioral and Brain Sciences 36, no. 6 (November 21, 2013): 631–33. http://dx.doi.org/10.1017/s0140525x13001465.
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AbstractRapid eye movement (REM) dreaming results in “emotionally intelligent encoding,” according to the target article. Building on this, we argue that elaborative encoding alters emotional processing of upcoming events and thereby functions as prospective emotion regulation. After elaborative encoding, future events are appraised differently and result in a redirected emotional response. Disturbed elaborative encoding might be relevant for emotional dysregulation in psychopathology.
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English, Tammy, and Lameese Eldesouky. "Emotion Regulation Flexibility." European Journal of Psychological Assessment 36, no. 3 (May 2020): 456–59. http://dx.doi.org/10.1027/1015-5759/a000581.
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Abstract. Emotion regulation (ER) flexibility, defined as shifting regulatory efforts based on contextual demands, has been proposed as central to well-being. However, it remains an elusive construct to capture. In this article, we highlight the promise and challenges of using ambulatory assessment to examine ER flexibility. We consider difficulties in assessing relevant contextual features and ER dynamics using ecological momentary assessment (EMA). The solutions offered include drawing on existing taxonomies of situational characteristics and ER strategies, adopting methods that passively track contextual features and enhance reliability, and leveraging the advantages of various sampling schemes based on target ER dynamics. Studying ER flexibility in vivo, as it naturally unfolds in daily life, is crucial for a comprehensive understanding of the contextual, dynamic nature of ER. Further work is needed developing theories to guide research on how and why specific aspects of the context might call for shifts in regulatory efforts.
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Wadley, Greg, Wally Smith, Peter Koval, and James J. Gross. "Digital Emotion Regulation." Current Directions in Psychological Science 29, no. 4 (June 18, 2020): 412–18. http://dx.doi.org/10.1177/0963721420920592.
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People routinely regulate their emotions in order to function more effectively at work, to behave more appropriately in social situations, or simply to feel better. Recently, researchers have begun to examine how people shape their affective states using digital technologies, such as smartphones. In this article, we discuss the emergence of digital emotion regulation, both as a widespread behavioral phenomenon and a new cross-disciplinary field of research. This field bridges two largely distinct areas of enquiry: (a) psychological research into how and why people regulate their emotions, which has yet to systematically explore the role of digital technology, and (b) computing research into how digital technologies impact users’ emotions, which has yet to integrate psychological theories of emotion regulation. We argue that bringing these two areas into better contact will benefit both and will facilitate a deeper understanding of the nature and significance of digital emotion regulation.
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Kappes, Andreas, and Andra Schikowski. "Implicit theories of emotion shape regulation of negative affect." Cognition & Emotion 27, no. 5 (August 2013): 952–60. http://dx.doi.org/10.1080/02699931.2012.753415.
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Conte, Francesca, Nicola Cellini, Oreste De Rosa, Marissa Lynn Rescott, Serena Malloggi, Fiorenza Giganti, and Gianluca Ficca. "The Effects of Sleep Quality on Dream and Waking Emotions." International Journal of Environmental Research and Public Health 18, no. 2 (January 7, 2021): 431. http://dx.doi.org/10.3390/ijerph18020431.
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Despite the increasing interest in sleep and dream-related processes of emotion regulation, their reflection into waking and dream emotional experience remains unclear. We have previously described a discontinuity between wakefulness and dreaming, with a prevalence of positive emotions in wakefulness and negative emotions during sleep. Here we aim to investigate whether this profile may be affected by poor sleep quality. Twenty-three ‘Good Sleepers’ (GS) and 27 ‘Poor Sleepers’ (PS), identified through the Pittsburgh Sleep Quality Index (PSQI) cut-off score, completed three forms of the modified Differential Emotions Scale, assessing, respectively, the frequency of 22 emotions over the past 2 weeks, their intensity during dreaming and during the previous day. The ANOVA revealed a different pattern of emotionality between groups: GS showed high positive emotionality in wakefulness (both past 2 weeks and 24 h) with a significant shift to negative emotionality in dreams, while PS showed evenly distributed emotional valence across all three conditions. No significant regression model emerged between waking and dream affect. In the frame of recent hypotheses on the role of dreaming in emotion regulation, our findings suggest that the different day/night expression of emotions between groups depends on a relative impairment of sleep-related processes of affect regulation in poor sleepers. Moreover, these results highlight the importance of including sleep quality assessments in future dream studies.
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Conte, Francesca, Nicola Cellini, Oreste De Rosa, Marissa Lynn Rescott, Serena Malloggi, Fiorenza Giganti, and Gianluca Ficca. "The Effects of Sleep Quality on Dream and Waking Emotions." International Journal of Environmental Research and Public Health 18, no. 2 (January 7, 2021): 431. http://dx.doi.org/10.3390/ijerph18020431.
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Despite the increasing interest in sleep and dream-related processes of emotion regulation, their reflection into waking and dream emotional experience remains unclear. We have previously described a discontinuity between wakefulness and dreaming, with a prevalence of positive emotions in wakefulness and negative emotions during sleep. Here we aim to investigate whether this profile may be affected by poor sleep quality. Twenty-three ‘Good Sleepers’ (GS) and 27 ‘Poor Sleepers’ (PS), identified through the Pittsburgh Sleep Quality Index (PSQI) cut-off score, completed three forms of the modified Differential Emotions Scale, assessing, respectively, the frequency of 22 emotions over the past 2 weeks, their intensity during dreaming and during the previous day. The ANOVA revealed a different pattern of emotionality between groups: GS showed high positive emotionality in wakefulness (both past 2 weeks and 24 h) with a significant shift to negative emotionality in dreams, while PS showed evenly distributed emotional valence across all three conditions. No significant regression model emerged between waking and dream affect. In the frame of recent hypotheses on the role of dreaming in emotion regulation, our findings suggest that the different day/night expression of emotions between groups depends on a relative impairment of sleep-related processes of affect regulation in poor sleepers. Moreover, these results highlight the importance of including sleep quality assessments in future dream studies.
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Wagstaff, Christopher R. D. "Emotion Regulation and Sport Performance." Journal of Sport and Exercise Psychology 36, no. 4 (August 2014): 401–12. http://dx.doi.org/10.1123/jsep.2013-0257.
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This study used a single-blind, within-participant, counterbalanced, repeated-measures design to examine the relationship between emotional self-regulation and sport performance. Twenty competitive athletes completed four laboratory-based conditions; familiarization, control, emotion suppression, and nonsuppression. In each condition participants completed a 10-km cycling time trial requiring self-regulation. In the experimental conditions participants watched an upsetting video before performing the cycle task. When participants suppressed their emotional reactions to the video (suppression condition) they completed the cycling task slower, generated lower mean power outputs, and reached a lower maximum heart rate and perceived greater physical exertion than when they were given no self-regulation instructions during the video (nonsuppression condition) and received no video treatment (control condition). The findings suggest that emotional self-regulation resource impairment affects perceived exertion, pacing and sport performance and extends previous research examining the regulation of persistence on physical tasks. The results are discussed in line with relevant psychophysiological theories of self-regulation and fatigue and pertinent potential implications for practice regarding performance and well-being are suggested.
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Zawidzki, Tad. "Metacognitive Skill and the Therapuetic Regulation of Emotion." Philosophical Topics 47, no. 2 (2019): 27–51. http://dx.doi.org/10.5840/philtopics201947214.
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Many psychiatric disorders are characterized by problems with emotion regulation. Well-known therapeutic interventions include exclusively discursive therapies, like classical psychoanalysis, and exclusively noncognitive therapies, like psycho-pharmaceuticals. These forms of therapy are compatible with different theories of emotion: discursive therapy is a natural ally of cognitive theories, like Nussbaum’s (2009), according to which emotions are forms of judgment, while psycho-pharmacological intervention is a natural ally of noncognitive theories, like Prinz’s (2006), according to which emotions are forms of stimulus-dependent perception. I explore a third alternative: the therapeutic regulation of emotion as the development of metacognitive skills. This is a natural characterization of newer forms of therapy that are increasingly prescribed, like so-called Third-Wave Cognitive Behavioral Therapy and other mindfulness-inspired interventions. I argue that these newer forms of therapy make sense if we conceive of emotion as neither a form of judgment nor a form of perception, but, rather, as a variety of what Gendler calls “alief ” (2008). As Gendler notes, although aliefs do not succumb to direct rational regulation, they can be trained. Thus, if we conceive of emotions as aliefs, we can make sense of their therapeutic regulation through the development of metacognitive skills. Drawing on recent philosophical analyses of skill, as well as empirical paradigms in emotion regulation, and Buddhist characterizations of meditative practice, I sketch a characterization of metacognitive skill, and conclude with some reflections on the advantages of conceiving of psychotherapy as the development of metacognitive skills.
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Millgram, Yael, Jonathan D. Huppert, and Maya Tamir. "Emotion Goals in Psychopathology: A New Perspective on Dysfunctional Emotion Regulation." Current Directions in Psychological Science 29, no. 3 (May 19, 2020): 242–47. http://dx.doi.org/10.1177/0963721420917713.
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Emotion-regulation deficits characterize many psychiatric disorders. To understand such deficits, researchers have focused on emotion-regulation strategies. Building on a motivational approach to emotion regulation, we suggest that to understand emotion regulation in psychopathology, it is necessary to also focus on emotion goals (i.e., what people want to feel). Emotion goals shape whether, when, and how people regulate emotions. Therefore, emotion-regulation deficits might emerge as a function of the emotion goals pursued. Initial research suggests that individuals struggling with psychopathology differ from individuals without psychopathology in how much they want to feel certain emotions and that such differences carry implications for emotion regulation and mental health. In this article, we review this empirical evidence, discuss how research on emotion goals can inform clinical theories and practice, and highlight promising future directions.
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Merchant, Erin K., L. DiAnne Borders, and Robert A. Henson. "Attachment, Parental Meta-Emotion, and Emotion Regulation in Adoptive Mother–Child Dyads." Family Journal 27, no. 4 (August 27, 2019): 387–93. http://dx.doi.org/10.1177/1066480719871973.
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Adopted children are at risk for a number of unfavorable environmental factors and thus have an increased likelihood of developing social, emotional, cognitive, and attachment issues that can stunt the child’s ability to build intimate relationships and regulate emotion. These potential issues may make it difficult for adoptive parents to emotionally connect with their adopted child. Through the theories of parental meta-emotion philosophy (PMEP) and attachment, the researchers explored how adoptive mothers’ level of emotion coaching (the ideal PMEP) and their attachment impacted the adoptive child’s ability to emotionally regulate. Findings indicated that emotion coaching is an effective method of aiding adopted children’s ability to emotionally regulate. The researchers also found that adoptive mothers struggling with attachment may still be able to learn emotion coaching and positively impact her adopted child’s emotion regulation development.
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Jain, Shikha, and Krishna Asawa. "EMIA: Emotion Model for Intelligent Agent." Journal of Intelligent Systems 24, no. 4 (December 1, 2015): 449–65. http://dx.doi.org/10.1515/jisys-2014-0071.
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AbstractEmotions play a significant role in human cognitive processes such as attention, motivation, learning, memory, and decision making. Many researchers have worked in the field of incorporating emotions in a cognitive agent. However, each model has its own merits and demerits. Moreover, most studies on emotion focus on steady-state emotions than emotion switching. Thus, in this article, a domain-independent computational model of emotions for intelligent agent is proposed that have modules for emotion elicitation, emotion regulation, and emotion transition. The model is built on some well-known psychological theories such as appraisal theories of emotions, emotion regulation theory, and multistore human memory model. The design of the model is using the concept of fuzzy logic to handle uncertain and subjective information. The main focus is on primary emotions as suggested by Ekman; however, simultaneous elicitation of multiple emotions (called secondary emotion) is also supported by the model.
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Davoodi, Elham, Alainna Wen, Keith S. Dobson, Ahmad A. Noorbala, Abolfazl Mohammadi, and Zahra Farahmand. "Emotion Regulation Strategies in Depression and Somatization Disorder." Psychological Reports 122, no. 6 (October 10, 2018): 2119–36. http://dx.doi.org/10.1177/0033294118799731.
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Scant research has investigated emotion regulation strategies in somatization disorder, despite its high comorbidity with depression and the growing interest in this topic in depression. The present study investigated emotion regulation strategies in patients with major depression and somatization disorder using clinical samples to examine common vulnerability factors and to provide evidence for difficulties in emotion regulation as transdiagnostic factors in these disorders. Patients with major depressive disorder ( n = 30) and patients with somatization disorder ( n = 30) completed measures of putatively adaptive and maladaptive emotion regulation strategy use. Patients with somatization disorder showed higher scores on measures of regulatory strategies, as measured by the sum of adaptive strategies in the Cognitive Emotion Regulation Questionnaire as well as the following subscales: positive refocusing, positive reappraisal, and refocusing on a plan. After controlling for levels of current depression, the significant effects remained for positive refocusing. Depression symptom severity was significantly and negatively correlated with most adaptive strategies and positively correlated with most maladaptive strategies. The current results provide preliminary data for a similar pattern of adaptive and maladaptive emotion regulation strategies usage in these two disorders. The results also contribute to theories of psychopathology and our understanding of critical cognitive and emotional processes.
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Jacoby, Vanessa M., Elisa Krackow, and Joseph R. Scotti. "Betrayal Trauma in Youth and Negative Communication During a Stressful Task." International Journal of Aging and Human Development 84, no. 3 (September 22, 2016): 247–75. http://dx.doi.org/10.1177/0091415016669724.
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Attachment-based theories and related research illustrate that emotion regulation develops in the context of a secure relationship between a child and caregiver. When a secure bond is broken, such as in the context of betrayal trauma, children fail to develop necessary emotion regulation skills which can lead to an array of relational problems. The current study examined the relations between betrayal trauma history, type of communication during a stressful interpersonal laboratory task, and emotion regulation difficulties in a sample of trauma-exposed adolescents. Results showed that adolescents with a betrayal trauma history reported more emotion regulation difficulties and exhibited more aggressive and fewer positive communication behaviors when engaged in a stressful interpersonal task with their mothers than did adolescents exposed only to nonbetrayal trauma. Emotion regulation difficulties mediated the relation between betrayal trauma history and negative communication. The clinical and developmental implications from these findings are discussed.
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Abdelrahman, Abdelsalam H., and Khaldoun I. Al Dbabi. "Causal Relationship Modeling of the Implicit Theories of Emotion and Emotion Regulation in View of the Cognitive Reappraisal Strategy and Happiness." Journal of Educational and Psychological Studies [JEPS] 13, no. 3 (July 11, 2019): 538. http://dx.doi.org/10.24200/jeps.vol13iss3pp538-557.
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The purpose of this study was to unveil the causal relationship modeling of the implicit theories of emotion and emotion regulation in view of cognitive reappraisal strategy and happiness for the students of the Jordanian University of Science and Technology (JUST). Based on scientific foundations, the study has constructed a proposed causal relationship model using path analysis for interpreting happiness. To achieve this goal, the emotion regulation, by Gross and John (2003), the implicit theories of emotion Scale of Livingstone, (2012), and the Oxford Happiness Inventory were employed. The sample consisted of 350 students who were chosen on availability grounds. The results of the study showed no statistically significant differences between the proposed and the optimal causal relationship models due to high matches on: AGFI=0.90, NFI=0.98, GFI=0.99, TLI =0.933, CFI=0.99, RMR=0.022. Thus, the model explained the relationships proposed and represented the optimal causal relationship model for the variables of the study.
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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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Jankowski, Paweł. "Identity status and emotion regulation in adolescence and early adulthood." Polish Psychological Bulletin 44, no. 3 (September 1, 2013): 288–98. http://dx.doi.org/10.2478/ppb-2013-0032.
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Abstract The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.
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Wardhani, Anastasia Camelia, Ouda Teda Ena, and Concilianus Laos Mbato. "Constructing Teacher Identity: Teachers Emotion in Teaching English for Pre-School Students." Language Circle: Journal of Language and Literature 15, no. 2 (April 26, 2021): 193–200. http://dx.doi.org/10.15294/lc.v15i2.26365.
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This research discusses how teachers’ emotion regulation helps them construct their professional identity. To be specific, the emotion regulation studied is around teaching pre-school students. The emotion regulation investigated covers the teachers’ behavior in the classroom setting when they are dealing with little children. The research question of this study is “How teachers’ identity is constructed especially in teaching pre-school students?”. Theories related to emotion competence, emotion regulation, and teacher identity were also reviewed in this paper. In conducting the research, teachers from one of English courses in Yogyakarta becomes the participant. The researcher uses the Critical Incident Technique (CIT). Many factors such as teaching goals, commitment, particular meaningful experiences become the main consideration in formulating the questions asked in the interview section. Actions such as the distribution of questionnaires and interviews are conducted in order to collect the data. In analyzing the data, the researcher presents the findings narratively based on the result of the questionnaire and the interview.
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Dobri, Mirona Letiția, Alina-Ioana Voinea, Codrina Moraru, Petronela Nechita, and Anamaria Ciubara. "Psychosis: Between Dreams and Perceptual Reality." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 11, no. 3sup1 (2020): 146–52. http://dx.doi.org/10.18662/brain/11.3sup1/130.
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From the beginning of time, the layman always described and understood psychosis as a dream-like state. Researchers have characterized both psychosis and dreaming with common denominators, both displaying visuomotor hallucinations, loose associations, metacognitive deficit, impaired reality discrimination, strong emotional component, resulting in a general lack of insight. The association of psychosis with dreaming was present in literature centuries ago, in the works of great thinkers such as Kant and Schopenhauer, which prompted many modern specialists to delve deeper into studying this connection for a better understanding of psychosis and possible applications in the clinical practice. During REM sleep, which is the most associated with dreaming, visual and motor areas in the brain show increased activation, which is congruent with the presence of hallucinations, the hallmark of the dreaming state. Also, the amygdala, involved in emotion regulation, has a prominent role in the sleeping brain. The deactivation of parts of the prefrontal cortex translate in altered capacity for making decisions and critical thinking. Several neuroimaging studies have shown similar neural patterns in the wakeful state of psychotic patients, especially those associated with the presence or absence of insight. As insight is thought to play a major role in treatment compliance and quality of life in psychotic patients, it is the most studied element linking psychosis and REM sleep. Lucid dreaming is a state of awareness of dreaming, while the individual is still asleep. The dreamer has a degree of control of the narrative and capacity for self-reflection, aspects deemed as insight. Lucid dreaming is a rare occurrence, but has the potential to be trained, concept with great relevance in researching modalities for insight gain in psychotic patients. In conclusion, the research of insight present in lucid dreaming shows great prospect for developing better interventions that target the lack of it in psychotic patients, thus contributing to significant improvement in their prognosis, quality of life and treatment compliance.
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Grecucci, Alessandro, Hüseyin Sığırcı, Gaia Lapomarda, Letizia Amodeo, Irene Messina, and Jon Frederickson. "Anxiety Regulation: From Affective Neuroscience to Clinical Practice." Brain Sciences 10, no. 11 (November 12, 2020): 846. http://dx.doi.org/10.3390/brainsci10110846.
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According to psychoanalysis, anxiety signals a threat whenever a forbidden feeling emerges. Anxiety triggers defenses and maladaptive behaviors, thus leading to clinical problems. For these reasons, anxiety regulation is a core aspect of psychodynamic-oriented treatments to help clients. In the present theoretical paper, we review and discuss anxiety generation and dysregulation, first from a neural point of view, presenting findings from neuroimaging and psychophysiological studies. The aim is to trace parallels with psychodynamic theories of anxiety. Then, we discuss the psychological mechanisms and neural bases of emotion regulation in the laboratory, and possible neurobiological mechanisms of anxiety regulation in psychotherapy. We describe two different approaches to emotion/anxiety regulation, one based on the standard cognitive model of emotion regulation, the other based on psychodynamic principles and affective neuroscience. We then illustrate in detail a dynamic experiential approach to regulation. This model claims that emotions arise before cognition and are not inherently dysregulated. Dysregulation emerges from co-occurrences of emotions and associated anxiety. Technical consequences of this model are discussed and include strategies to regulate anxiety.
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Cheadle, Jacob E., Bridget J. Goosby, Joseph C. Jochman, Cara C. Tomaso, Chelsea B. Kozikowski Yancey, and Timothy D. Nelson. "Race and ethnic variation in college students’ allostatic regulation of racism-related stress." Proceedings of the National Academy of Sciences 117, no. 49 (November 23, 2020): 31053–62. http://dx.doi.org/10.1073/pnas.1922025117.
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Racism-related stress is thought to contribute to widespread race/ethnic health inequities via negative emotion and allostatic stress process up-regulation. Although prior studies document race-related stress and health correlations, due to methodological and technical limitations, they have been unable to directly test the stress-reactivity hypothesis in situ. Guided by theories of constructed emotion and allostasis, we developed a protocol using wearable sensors and daily surveys that allowed us to operationalize and time-couple self-reported racism-related experiences, negative emotions, and an independent biosignal of emotional arousal. We used data from 100 diverse young adults at a predominantly White college campus to assess racism-related stress reactivity using electrodermal activity (EDA), a biosignal of sympathetic nervous system activity. We find that racism-related experiences predict both increased negative emotion risk and heightened EDA, consistent with the proposed allostatic model of health and disease. Specific patterns varied across race/ethnic groups. For example, discrimination and rumination were associated with negative emotion for African American students, but only interpersonal discrimination predicted increased arousal via EDA. The pattern of results was more general for Latinx students, for whom interpersonal discrimination, vicarious racism exposure, and rumination significantly modulated arousal. As with Latinx students, African students were particularly responsive to vicarious racism while 1.5 generation Black students were generally not responsive to racism-related experiences. Overall, these findings provide support for allostasis-based theories of mental and physical health via a naturalistic assessment of the emotional and sympathetic nervous system responding to real-life social experiences.
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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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Yao, Zai-Fu, and Shulan Hsieh. "Neurocognitive Mechanism of Human Resilience: A Conceptual Framework and Empirical Review." International Journal of Environmental Research and Public Health 16, no. 24 (December 15, 2019): 5123. http://dx.doi.org/10.3390/ijerph16245123.
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Resilience is an innate human capacity that holds the key to uncovering why some people rebound after trauma and others never recover. Various theories have debated the mechanisms underlying resilience at the psychological level but have not yet incorporated neurocognitive concepts/findings. In this paper, we put forward the idea that cognitive flexibility moderates how well people adapt to adverse experiences, by shifting attention resources between cognition–emotion regulation and pain perception. We begin with a consensus on definitions and highlight the role of cognitive appraisals in mediating this process. Shared concepts among appraisal theories suggest that cognition–emotion, as well as pain perception, are cognitive mechanisms that underlie how people respond to adversity. Frontal brain circuitry sub-serves control of cognition and emotion, connecting the experience of physical pain. This suggests a substantial overlap between these phenomena. Empirical studies from brain imaging support this notion. We end with a discussion of how the role of the frontal brain network in regulating human resilience, including how the frontal brain network interacts with cognition–emotion–pain perception, can account for cognitive theories and why cognitive flexibilities’ role in these processes can create practical applications, analogous to the resilience process, for the recovery of neural plasticity.
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Smith, Peter B. "Cultural Values Versus Cultural Norms as Predictors of Differences in Helping Behaviors and in Emotion Regulation: A Preliminary Nation-Level Test Related to the Leung-Morris Model." Management and Organization Review 13, no. 4 (December 2017): 739–66. http://dx.doi.org/10.1017/mor.2017.51.
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ABSTRACTLeung and Morris (2015) propose conditions under which values, norms, and schemata drive cultural differences in behavior. They build on past theories about dimensions of situational strength to propose that personal values drive behavior more in weak situations and perceived norms drive behavior more in strong situations. Drawing on this analysis as well as two recent models of cultural tightness-looseness, country-level effects are predicted on the assumption that tighter cultures more frequently create strong situations and looser cultures more frequently create weak situations. Using secondary data, I examine values as well as perceived descriptive norms and injunctive norms relevant to collectivism in relation to two key dependent measures: helping strangers and emotion regulation. The relation of embeddedness values to helping strangers is moderated negatively by tightness (in that high embeddedness reduces helping less in the context of tightness), and its relation to emotion regulation is moderated positively (in that embeddedness increases emotion regulation more in the context of tightness). Furthermore, descriptive norms show main effects for both dependent variables that are predominantly unmoderated by tightness. Finally, the link of injunctive norms with emotion regulation is moderated positively by tightness (in that injunctiveness heightens emotion regulation more in the context of tightness). Results support the relevance of nation-level tightness to reliance on values and norms, but the strength of effects depends on how it is operationalized.
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Ανδριοπούλου, Πανωραία, and Κωνσταντίνος Καφέτσιος. "Προσανατολισμός δεσμού και κοινωνική αντίληψη του συναισθήματος: Ο ρόλος των κοινωνικών κινήτρων." Psychology: the Journal of the Hellenic Psychological Society 21, no. 3 (October 15, 2020): 319. http://dx.doi.org/10.12681/psy_hps.23501.
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Despite the seminal role of emotion perception in social and personal relationships, there is limited understanding of how adult attachment organization affects the decoding of facial emotion expressions. Previousresearch has focused on how insecure attachment-related strategies for emotion regulation influence early stages of emotion information processing. However, recent studies highlight the importance of socialprocesses and motivational factors in the perception of positive and negative emotion (see e.g., Vrtička, Sander, & Vuilleumier, 2012). Based on a critical review of the relevant literature, the present articlepresents findings from a recent series of studies that reveal the effects senders' social moti ves (relational context, social goals) have on emotion decoding accuracy in adults with insecure attachment. The findings from these studies are discussed in the context of theories of motivated social cognition and the social perception of emotion.
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Chukwuorji, JohnBosco Chika, Charity Ngozi Uzuegbu, Comfort Victoria Chukwu, Chuka Mike Ifeagwazi, and Chinedu Ugwu. "Social support serves emotion regulation function in death anxiety among people living with HIV/AIDS." South African Journal of Psychology 50, no. 3 (December 31, 2019): 395–410. http://dx.doi.org/10.1177/0081246319894700.
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Several studies have reported the independent roles of social support and emotion regulation in death anxiety. However, there is sparse literature on mediating role of emotion regulatory mechanisms in the link between social support and death anxiety. This study examined whether social support predicts multidimensional death anxiety as a function of emotion regulation strategies (cognitive reappraisal and expressive suppression) among people living with HIV/AIDS. Participants were 186 people living with HIV/AIDS (mean age = 34.16 years, standard deviation = 11.16; 56.5% women) drawn from the HIV/AIDS care unit of a tertiary health care institution in south-eastern Nigeria. Data were obtained by means of self-report measures of death anxiety, social support, and emotion regulation. A serial mediation analysis was conducted using Model 6 of the Hayes PROCESS macro for SPSS® which applies two mediators for each single analysis in a regression-based, path-analytical framework. The results showed that emotion regulation strategies, especially expressive suppression, was the indirect pathway through which social support from friends and significant others reduces death anxiety in aspects of death acceptance and death thoughts, but not for externally generated death anxiety and death finality. The mediation mechanism through family support was found for only death acceptance. Findings support existing mental health research and theories elucidating core social mechanisms of emotion regulation in relation to mental health and highlight the recognition of functional roles of multidimensional support in comprehensive case management services for helping people living with HIV/AIDS maintain their health. The study endorses improved social networks as part of the overall care for people living with HIV/AIDS.
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Monin, Joan K., and Richard Schulz. "The Effects of Suffering in Chronically Ill Older Adults on the Health and Well-Being of Family Members Involved in Their Care." GeroPsych 23, no. 4 (December 2010): 207–13. http://dx.doi.org/10.1024/1662-9647/a000024.
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A large literature shows that caregivers of chronically ill older adults have a higher risk for impaired health and decreased longevity. In this paper we review research that addresses pathways through which family members experience negative health consequences from exposure to a partner’s suffering. We first provide a conceptualization of suffering and describe how it can be measured, then review empirical evidence that exposure to suffering uniquely influences caregivers’ health, and discuss individual differences in caregivers’ emotional reactions to partners’ suffering using three emotion theories (Gross’ process model of emotion regulation, attachment theory, and a functionalist perspective on emotion). Finally, we discuss implications of the effects of suffering for the health and well-being of family caregivers.
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Phoenix, Davin L. "Black hope floats: Racial emotion regulation and the uniquely motivating effects of hope on black political participation." Journal of Social and Political Psychology 8, no. 2 (October 15, 2020): 662–85. http://dx.doi.org/10.5964/jspp.v8i2.847.
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Drawing upon theories of group based emotion, group based efficacy and appraisal, I propose a model of racial emotion regulation to explain variations in how Black and White Americans respond emotionally and behaviorally to policy opportunity cues. I test the major claims of this model with data from an original experiment and national survey. Findings from the studies indicate that expressions of hope carry a strong and consistent mobilizing effect on the political participation of African Americans, while producing null effects on White participation. I discuss the implications of this model for our understanding of the potential of hope to shape appraisals and perceptions of efficacy among socially marginalized groups, opening up a distinct pathway through which they can be mobilized for political engagement.
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Inzlicht, Michael, Kaitlyn M. Werner, Julia L. Briskin, and Brent W. Roberts. "Integrating Models of Self-Regulation." Annual Review of Psychology 72, no. 1 (January 4, 2021): 319–45. http://dx.doi.org/10.1146/annurev-psych-061020-105721.
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Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements—level of analysis, conflict, emotion, and cognitive functioning—specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research.
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Parkinson, Brian. "Do Facial Movements Express Emotions or Communicate Motives?" Personality and Social Psychology Review 9, no. 4 (November 2005): 278–311. http://dx.doi.org/10.1207/s15327957pspr0904_1.
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This article addresses the debate between emotion-expression and motive-communication approaches to facial movements, focusing on Ekman's (1972) and Fridlund's (1994) contrasting models and their historical antecedents. Available evidence suggests that the presence of others either reduces or increases facial responses, depending on the quality and strength of the emotional manipulation and on the nature of the relationship between interactants. Although both display rules and social motives provide viable explanations of audience “inhibition ” effects, some audience facilitation effects are less easily accommodated within an emotion-expression perspective. In particular emotion is not a sufficient condition for a corresponding “expression,” even discounting explicit regulation, and, apparently, “spontaneous ”facial movements may be facilitated by the presence of others. Further, there is no direct evidence that any particular facial movement provides an unambiguous expression of a specific emotion. However, information communicated by facial movements is not necessarily extrinsic to emotion. Facial movements not only transmit emotion-relevant information but also contribute to ongoing processes of emotional action in accordance with pragmatic theories.
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Ernst, Anja F., Casper J. Albers, Bertus F. Jeronimus, and Marieke E. Timmerman. "Inter-Individual Differences in Multivariate Time-Series." European Journal of Psychological Assessment 36, no. 3 (May 2020): 482–91. http://dx.doi.org/10.1027/1015-5759/a000578.
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Abstract. Theories of emotion regulation posit the existence of individual differences in emotion dynamics. Current multi-subject time-series models account for differences in dynamics across individuals only to a very limited extent. This results in an aggregation that may poorly apply at the individual level. We present the exploratory method of latent class vector-autoregressive modeling (LCVAR), which extends the time-series models to include clustering of individuals with similar dynamic processes. LCVAR can identify individuals with similar emotion dynamics in intensive time-series, which may be of unequal length. The method performs excellently under a range of simulated conditions. The value of identifying clusters in time-series is illustrated using affect measures of 410 individuals, assessed at over 70 time points per individual. LCVAR discerned six clusters of distinct emotion dynamics with regard to diurnal patterns and augmentation and blunting processes between eight emotions.
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Si, Mei. "Should I Stop Thinking About It: A Computational Exploration of Reappraisal Based Emotion Regulation." Advances in Human-Computer Interaction 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/856726.
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Agent-based simulation of people’s behaviors and minds has become increasingly popular in recent years. It provides a research platform to simulate and compare alternative psychological and social theories, as well as to create virtual characters that can interact with people or among each other to provide pedagogical or entertainment effects. In this paper, we investigate computationally modeling people’s coping behaviors and in particular in relation to depression, in decision-theoretic agents. Recent studies have suggested that depression can result from failed emotion regulation under limited cognitive resources. In this work, we demonstrate how reappraisal can fail under high levels of stress and limited cognitive resources using an agent-based simulation. Further, we explored the effectiveness of reappraisal under different conditions. Our experiments suggest that for people who are more likely to recall positive memories, it is more beneficial to think about the recalled events from multiple perspectives. However, for people who are more likely to recall negative memories, the better strategy is to not evaluate the recalled events against multiple goals.
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Wallis, Chloe U., Rudolf N. Cardinal, Laith Alexander, Angela C. Roberts, and Hannah F. Clarke. "Opposing roles of primate areas 25 and 32 and their putative rodent homologs in the regulation of negative emotion." Proceedings of the National Academy of Sciences 114, no. 20 (May 1, 2017): E4075—E4084. http://dx.doi.org/10.1073/pnas.1620115114.
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Disorders of dysregulated negative emotion such as depression and anxiety also feature increased cardiovascular mortality and decreased heart-rate variability (HRV). These disorders are correlated with dysfunction within areas 25 and 32 of the ventromedial prefrontal cortex (vmPFC), but a causal relationship between dysregulation of these areas and such symptoms has not been demonstrated. Furthermore, cross-species translation is limited by inconsistent findings between rodent fear extinction and human neuroimaging studies of negative emotion. To reconcile these literatures, we applied an investigative approach to the brain–body interactions at the core of negative emotional dysregulation. We show that, in marmoset monkeys (a nonhuman primate that has far greater vmPFC homology to humans than rodents), areas 25 and 32 have causal yet opposing roles in regulating the cardiovascular and behavioral correlates of negative emotion. In novel Pavlovian fear conditioning and extinction paradigms, pharmacological inactivation of area 25 decreased the autonomic and behavioral correlates of negative emotion expectation, whereas inactivation of area 32 increased them via generalization. Area 25 inactivation also increased resting HRV. These findings are inconsistent with current theories of rodent/primate prefrontal functional similarity, and provide insight into the role of these brain regions in affective disorders. They demonstrate that area 32 hypoactivity causes behavioral generalization relevant to anxiety, and that area 25 is a causal node governing the emotional and cardiovascular symptomatology relevant to anxiety and depression.
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Brady, Brooke, Ian I. Kneebone, Nida Denson, and Phoebe E. Bailey. "Systematic review and meta-analysis of age-related differences in instructed emotion regulation success." PeerJ 6 (December 18, 2018): e6051. http://dx.doi.org/10.7717/peerj.6051.
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The process model of emotion regulation (ER) is based on stages in the emotion generative process at which regulation may occur. This meta-analysis examines age-related differences in the subjective, behavioral, and physiological outcomes of instructed ER strategies that may be initiated after an emotional event has occurred; attentional deployment, cognitive change, and response modulation. Within-process strategy, stimulus type, and valence were also tested as potential moderators of the effect of age on ER. A systematic search of the literature identified 156 relevant comparisons from 11 studies. Few age-related differences were found. In our analysis of the subjective outcome of response modulation strategies, young adults used expressive enhancement successfully (g = 0.48), but not expressive suppression (g = 0.04). Response modulation strategies had a small positive effect among older adults, and enhancement vs suppression did not moderate this success (g = 0.31 and g = 0.10, respectively). Young adults effectively used response modulation to regulate subjective emotion in response to pictures (g = 0.41) but not films (g = 0.01). Older adults were able to regulate in response to both pictures (g = 0.26) and films (g = 0.11). Interestingly, both age groups effectively used detached reappraisal, but not positive reappraisal to regulate emotional behavior. We conclude that, in line with well-established theories of socioemotional aging, there is a lack of evidence for age differences in the effects of instructed ER strategies, with some moderators suggesting more consistent effectiveness for older compared to younger adults.
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Mariani, Rachele, Alessia Renzi, Cinzia Di Monte, Elena Petrovska, and Michela Di Trani. "The Impact of the COVID-19 Pandemic on Primary Emotional Systems and Emotional Regulation." International Journal of Environmental Research and Public Health 18, no. 11 (May 27, 2021): 5742. http://dx.doi.org/10.3390/ijerph18115742.
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(1) Background: The COronaVIrus Disease 2019 (COVID-19) pandemic poses a unique challenge as a severe global crisis affecting physical and psychological health. The main purpose of this work is to study the impact of a traumatic event while also observing the human ability to adapt. One of the first theories to study the adaptive importance of the evolutionary lineage of the affective systems is referred to as BrainMind (Panksepp, 2010). This study aims to explore whether primary emotional systems (PES) and emotion regulation (ER) strategies show differences between the pre- and post- lockdown period; and if positive systems and specific emotion regulation pre-pandemic act as a protective or risk factor for mental and physical wellbeing. (2) Methods: 98 participants who had participated in a previous study before the pandemic were re-contacted to refill the Affective Neuroscience Personality Scale (ANPS) and the Emotion Regulation Questionnaire (ERQ) after the outbreak of the pandemic with the addition of the Symptom Checklist-90-Revised (SCL-90R). (3) Results: The results showed that the COVID-19 lockdown rules had an impact on Emotional Regulation and on a re-balancing of PES. Moreover, pre-pandemic expressive–suppressive ERQ strategies and ANPS SADNESS scores appeared as relevant risk factors, which predicted higher Global Severity Index (GSI) scores during lockdown. (4) Conclusions: The lockdown appears to have activated PLAY and CARE as protective systems, but has detuned the ability to positively reinterpret the situation.
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Labroo, Aparna A., and Anirban Mukhopadhyay. "Lay Theories of Emotion Transience and the Search for Happiness: A Fresh Perspective on Affect Regulation: Table 1." Journal of Consumer Research 36, no. 2 (August 2009): 242–54. http://dx.doi.org/10.1086/597159.
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Schroder, Hans S., Sindes Dawood, Matthew M. Yalch, M. Brent Donnellan, and Jason S. Moser. "The Role of Implicit Theories in Mental Health Symptoms, Emotion Regulation, and Hypothetical Treatment Choices in College Students." Cognitive Therapy and Research 39, no. 2 (November 2, 2014): 120–39. http://dx.doi.org/10.1007/s10608-014-9652-6.
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Saraee, Soheila, Somayeh Shabani, and Robert Pasnak. "A Life Skills Assessment Scale for High School Students in Tehran." Advances in Social Sciences Research Journal 7, no. 6 (June 27, 2020): 400–413. http://dx.doi.org/10.14738/assrj.76.8416.
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A life skills questionnaire was developed based on existing theories. The content validity of the questions was evaluated by educational experts. The resulting life skills questionnaire had 83 questions and ten subscales: empathy, emotion regulation, self-awareness, problem solving, effective communication, interpersonal communication, stress and critical thinking, creative thinking and decision making. It had good reliability (r = .91) and validity. The confirmatory factor analysis confirmed the proposed ten factor model of the questionnaire. Given its reliability and validity, this scale of life skills can be used as a tool by researchers.
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Stanojlovic, Olivera, Nikola Sutulovic, Dragan Hrncic, Dusan Mladenovic, Aleksandra Rasic-Markovic, Nebojsa Randunovic, and Milena Veskovic. "Neural pathways underlying the interplay between emotional experience and behavior, from old theories to modern insight." Archives of Biological Sciences, no. 00 (2021): 29. http://dx.doi.org/10.2298/abs210510029s.
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Emotions are specific psychological states brought about by neurophysiological changes associated with feelings, thoughts and behavioral responses. Emotions were considered as irrational experiences beyond the domain of logical perception because of their intertwinement with mood, temperament, creativity, motivation and personality. Through the centuries, emotions have been the focus of research among great classical philosophers, doctors, neuropsychologists, neuroscientists, neurologists and psychiatrists. The neurophysiological basis of behavior, such as emotional facial expression, and autonomic events in the physiological theory of William James and James-Lange and modified by Cannon-Bard, was followed by the two-factor theory of emotions of Schachter-Singer and Lazarus? higher-order cognitive evaluation. Four components that influence each other represent the concept of emotions and complete the overall emotional experience, and these are: autonomous (increase in heart rate, blood pressure); somatic (body language, facial expressions); cognitive (control, management), and subjective feeling (emotion, individual experience). The interplay between emotions and cognition has been the subject of research. Emotions can be evoked reflexively by simple physical stimuli (bottom-up), but can also be complex reactions involving cognitive, physiological and behavioral reactions (top-down). The amygdala, the ?alert" or ?neural alarm? structure, is responsible for conditioning fear, while the medial prefrontal cortex participates in emotion self-regulation and decision making.
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Simonet, Daniel V., Katherine E. Miller, Kevin L. Askew, Kenneth E. Sumner, Marcello Mortillaro, and Katja Schlegel. "How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test." Journal of Intelligence 9, no. 1 (March 5, 2021): 14. http://dx.doi.org/10.3390/jintelligence9010014.
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Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.
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Slee, Nadja, Ella Arensman, Nadia Garnefski, and Philip Spinhoven. "Cognitive-Behavioral Therapy for Deliberate Self-Harm." Crisis 28, no. 4 (July 2007): 175–82. http://dx.doi.org/10.1027/0227-5910.28.4.175.
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Patients who engage in deliberate self-harm (DSH) form a heterogeneous population. There is a need for psychotherapeutic interventions that give therapists the flexibility to tailor the treatment plan to the needs of an individual patient. To detect essential ingredients for treatment, three different cognitive-behavioral theories of DSH will be reviewed: (1) the cognitive-behavioral theory of Linehan (1993a) , (2) the cognitive theory of Berk, Henriques, Warman, Brown, and Beck (2004) , and (3) the cognitive-behavioral theory of Rudd, Joiner, and Rajab (2001) . A review of these theories makes it possible to compare the different approaches to the essential aspects in the treatment of DSH: a trusting patient-therapist relationship, building emotion regulation skills, cognitive restructuring, and behavioral pattern breaking. An overview will be given of therapeutic techniques that can be used to address the cognitive, emotional, behavioral, and interpersonal problems associated with DSH.
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O'Brien, William H., Paul Goetz, Aaron T. O'Brien, Heather McCarren, and Eileen Delaney. "Respiratory sinus arrhythmia predicts perceived therapy process of a group-based acceptance and commitment therapy intervention." Bulletin of the Menninger Clinic 85, no. 1 (March 2021): 9–22. http://dx.doi.org/10.1521/bumc.2021.85.1.9.
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Engagement in psychotherapy is partially contingent on present-moment focus, mindfulness, and emotion regulation skills. These skills can be linked to parasympathetic functioning with theoretical explanations provided by polyvagal and neurovisceral integration theories. The specific aims of this project were to evaluate relationships between a measure of parasympathetic functioning (respiratory sinus arrythmia [RSA]) and measures of client reports of engagement in an experiential and emotionally evocative group-based intervention. Twenty-one community residents received group-based acceptance and commitment therapy (ACT) for work stress. RSA was measured 1 week before the intervention. Client ratings of relationship support, task focus, and hindering experiences were assessed after each session. Results indicated that clients perceived the ACT intervention to be supportive, task-focused, and without significant therapy-hindering experiences. Higher levels of RSA were significantly associated with higher levels of relationship support. These results support predictions derived from the polyvagal and neurovisceral integration theories.
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Williams-Kerver, Gail A., Stephen A. Wonderlich, Ross D. Crosby, Li Cao, Kathryn E. Smith, Scott G. Engel, Scott J. Crow, Carol B. Peterson, James E. Mitchell, and Daniel Le Grange. "Differences in Affective Dynamics Among Eating-Disorder Diagnostic Groups." Clinical Psychological Science 8, no. 5 (June 23, 2020): 857–71. http://dx.doi.org/10.1177/2167702620917196.
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Emotion-regulation theories suggest that affect intensity is crucial in the development and maintenance of eating disorders. However, other aspects of emotional experience, such as lability, differentiation, and inertia, are not as well understood. This study is the first to use ecological momentary assessment (EMA) to examine differences in several daily negative affect (NA) indicators among adults diagnosed with anorexia nervosa (AN), bulimia nervosa (BN), or binge-eating disorder (BED). We used EMA data from three large studies to run a series of linear mixed models; the results showed that participants in the AN and BN groups experienced significantly greater NA intensity and better emotion differentiation than participants in the BED group. Alternatively, the BN group demonstrated significantly greater NA lability than the AN group and greater NA inertia than the BED group. These results suggest that several daily affective experiences differ among eating-disorder diagnostic groups and have implications toward distinct conceptualizations and treatments.
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Singh, Ramendra, Rakesh Kumar Singh, and Diptiman Banerji. "Emotion regulation – natural reward strategy linkage and its impact on sales performance: the mediating impact of salesmanship skills." Journal of Business & Industrial Marketing 33, no. 3 (April 3, 2018): 353–64. http://dx.doi.org/10.1108/jbim-10-2016-0236.
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Purpose In the context of an emerging market, this paper empirically investigates the direct as well as the indirect impact of natural reward strategies (NRS) on the sales performance of B2B sales force. It also investigates the mediating impact of salesmanship skills on the NRS–sales performance linkage. Design/methodology/approach Structural equation modeling (using AMOS 18 software) is used to analyze the data collected, using a survey questionnaire from a sample of 317 B2B salespersons of a single media firm in India. Findings Results indicate that NRS are influenced primarily by a salesperson’s emotion regulation abilities, while salesmanship skills partially mediate in the NRS–performance relationship. Research limitations/implications The study results are based on convenience sampling, which may limit the theoretical generalization of the results across all emerging markets. Originality/value It is one of the earliest studies in the B2B sales literature that integrates multiple theoretical perspectives from job-demands-resources theory, self-regulation theory, motivation and skills theory and social cognitive theory. These theories have been synthesized; then they have been used to develop and test the impact of emotional regulation on NRS components of self-leadership among salespersons, and its subsequent direct impact on sales performance, as well as mediating impact via salesmanship skills.
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Daňsová, Petra, Lenka Lacinová, and Dana Seryjová Juhová. "Emotional labour in the parenthood." Ceskoslovenska psychologie 65, no. 3 (June 30, 2021): 222–38. http://dx.doi.org/10.51561/cspsych.65.2.222.
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This study introduces the concept of emotional labour, the theoretical underpinnings of its delineation and connections to emotion regulation and brings it into the context of parenthood. Emotional labour was originally described by sociologists in the context of a work environment which requires one to consciously influence one’s emotions when interacting with a customer or a client. The connection of emotional labour with psychological theories of emotion regulation allowed for a better understanding and grasp the mechanisms through which emotional labour can lead to “burning out” or stress. Currently, parents are exposed to a great amount of information about how to “correctly” parent their children, which together with their own idea of a good parent, the influence of their family and close friends as well as other people, creates high demands precisely in the area of experiencing and expressing emotions in their interactions with their children. Today, the parent role approaches that of the job in several aspects. Its demands for emotional labour can be linked to negative impacts on mental health. The concept of emotional labour can be considered to be appropriate for a better understanding of what a parent experiences with the child in mundane situations and how parents handle the emotions. The perspective of emotional labour can therefore bring important information about emotions in parenthood and about the influence of intentionally working with these emotions on the mental functioning of parents even beyond the explanatory confines of emotion regulation. This study also introduces measurement instruments used to capture emotional labour and its dimensions. For future research of emotional labour in parenthood, creating a valid and reliable instrument, which has so far been lacking both in the Czech and international contexts, is a necessity.
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Daňsová, Petra, Lenka Lacinová, and Dana Seryjová Juhová. "Emotional labour in the parenthood." Ceskoslovenska psychologie 65, no. 3 (June 30, 2021): 222–38. http://dx.doi.org/10.51561/cspsych.65.3.222.
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This study introduces the concept of emotional labour, the theoretical underpinnings of its delineation and connections to emotion regulation and brings it into the context of parenthood. Emotional labour was originally described by sociologists in the context of a work environment which requires one to consciously influence one’s emotions when interacting with a customer or a client. The connection of emotional labour with psychological theories of emotion regulation allowed for a better understanding and grasp the mechanisms through which emotional labour can lead to “burning out” or stress. Currently, parents are exposed to a great amount of information about how to “correctly” parent their children, which together with their own idea of a good parent, the influence of their family and close friends as well as other people, creates high demands precisely in the area of experiencing and expressing emotions in their interactions with their children. Today, the parent role approaches that of the job in several aspects. Its demands for emotional labour can be linked to negative impacts on mental health. The concept of emotional labour can be considered to be appropriate for a better understanding of what a parent experiences with the child in mundane situations and how parents handle the emotions. The perspective of emotional labour can therefore bring important information about emotions in parenthood and about the influence of intentionally working with these emotions on the mental functioning of parents even beyond the explanatory confines of emotion regulation. This study also introduces measurement instruments used to capture emotional labour and its dimensions. For future research of emotional labour in parenthood, creating a valid and reliable instrument, which has so far been lacking both in the Czech and international contexts, is a necessity.
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Amodio, David M., and Mina Cikara. "The Social Neuroscience of Prejudice." Annual Review of Psychology 72, no. 1 (January 4, 2021): 439–69. http://dx.doi.org/10.1146/annurev-psych-010419-050928.
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The social neuroscience approach to prejudice investigates the psychology of intergroup bias by integrating models and methods of neuroscience with the social psychology of prejudice, stereotyping, and discrimination. Here, we review major contemporary lines of inquiry, including current accounts of group-based categorization; formation and updating of prejudice and stereotypes; effects of prejudice on perception, emotion, and decision making; and the self-regulation of prejudice. In each section, we discuss key social neuroscience findings, consider interpretational challenges and connections with the behavioral literature, and highlight how they advance psychological theories of prejudice. We conclude by discussing the next-generation questions that will continue to guide the social neuroscience approach toward addressing major societal issues of prejudice and discrimination.
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Chester, David S. "The Role of Positive Affect in Aggression." Current Directions in Psychological Science 26, no. 4 (August 2017): 366–70. http://dx.doi.org/10.1177/0963721417700457.
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Aggressive behavior hurts us all and is studied across psychology’s subdisciplines. Classical theories discuss the causes of aggression in the context of negative affect (e.g., frustration, pain). However, more recent research implicates positive affect as an important correlate and cause of aggression. Such aggressive pleasure likely evolved from ancient predatory tendencies that later yielded reproductive benefits, holds across reactive and proactive forms of aggression, and is used strategically as an item in many people’s emotion-regulation toolkit. Findings from psychological and neural sciences have converged to detail aggression’s hedonically pleasant qualities and the motivational and biological mechanisms through which they occur. This new approach generates novel hypotheses and might lead to effective interventions that mollify mankind’s aggressive tendencies.
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Ohira, Hideki. "Predictive Processing of Interoception, Decision-Making, and Allostasis." Psihologijske teme 29, no. 1 (2020): 1–16. http://dx.doi.org/10.31820/pt.29.1.1.
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Emotional intelligence is composed of a set of emotional abilities, including recognition of emotional states in the self and others, the use of emotions to guide thoughts and behaviours, and emotion regulation. Previous studies have demonstrated that emotional intelligence is associated with mental health, social problem solving, interpersonal relationship quality, and academic and job performance. Although emotional intelligence has received much interest both in basic research fields and applied and clinical fields, the mechanisms underlying the functions of emotional intelligence remain unclear. The aim of the present article was to consider the mechanisms of emotional intelligence using a computational approach. Recent theories of emotion in psychology and neuroscience have emphasized the importance of predictive processing. It has been proposed that the brain createsinternal models that can provide predictions for sensation and motor movement, and perception and behaviors emerge from Bayesian computations rooted in these predictions. This theoretical framework has been expanded to include interoceptive perception of the internal body to explain affect and decision-making as phenomena based on interoception. This perspective has implications for understanding issues of emotional intelligence.
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Uink, Bep Norma, Kathryn Lynn Modecki, and Bonnie L. Barber. "Disadvantaged youth report less negative emotion to minor stressors when with peers." International Journal of Behavioral Development 41, no. 1 (December 26, 2016): 41–51. http://dx.doi.org/10.1177/0165025415626516.
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Previous Experience Sampling Method (ESM) studies demonstrate that adolescents’ daily emotional states are heavily influenced by their immediate social context. However, despite adolescence being a risk period for exposure to daily stressors, research has yet to examine the influence of peers on adolescents’ emotional responses to stressors encountered in their daily life. Adolescents ( N = 108) from a low-SES school completed ESM reports of their social context, minor stressors and emotions, 5 times a day for 7 days. Based on previous findings that the peer context is experienced as positive and rewarding, we expected being with peers would be associated with lower post-stress negative emotions and higher happiness, compared to being with family or alone. As expected, being with peers after a stressor was associated with lower sadness, worry and jealousy compared to being alone, and lower sadness compared to being with family. Gender differences emerged for the influence of peers on sadness, worry, jealousy and happiness. These findings highlight the salient influence of peers on adolescents’ emotional reactivity to stressors as they occur in their natural environment. Findings are discussed in reference to peers as important emotion socialization agents during adolescence and in terms of theories of coping and emotion regulation.