The Influence of Emotion and Emotion Regulation on Complex Problem-Solving Performance

Abstract

Complex problem solving (CPS) research has focused on cognitive variables, but in recent years, the influential role of emotions and motivation during the CPS process has been highlighted. In the current study, we focus on emotion regulation during CPS. Eighty-three university students worked on a simulated chocolate-producing company. Initially, they completed a survey on emotion regulation and demographics. Then, they were randomly assigned to four conditions where emotions were induced with short video clips: anger, fear, happiness, and trust. A manipulation check assessed the successful priming of emotions. While working individually on the microworld, CPS behavior and performance were saved in log files. We hypothesized that happiness and trust would lead to better performance than fear and anger. We also hypothesized that emotion regulation would be positively related to performance. There were no differences in performance at the beginning and at the end of the simulation among the four emotion groups. Regression analyses showed that emotion-regulation strategies significantly predicted CPS performance. Aggression was positively related to performance. Results show that it is more the regulation of emotions than the emotion per se that influences CPS performance.