Emotion Regulation Abilities Research Articles

복합외상이 비자살적 자해에 미치는 영향: 정서조절곤란의 매개효과와 매개변인의 하위요인 탐색

The purpose of this study is to verify the mediating effect of difficulties in emotional regulation in the impact of complex trauma on nonsuicidal self-injury in adults. To test the model, data were collected from 350 adults using scales for traumatic experience, nonsuicidal self-injury, and difficulties in emotional regulation. The mediating effect was verified through regression analysis using SPSS 29.0 and Process Macro. As a result of the study, first, complex trauma, difficulties in emotional regulation, and non-suicidal self-harm were all found to have a positive significant correlation. Second, difficulties in emotional regulation was found to have a partial mediating effect in the relationship between complex trauma and non-suicidal self-harm. Third, the subfactors of difficulties in emotional regulation were found to have differences in mediating effects. This study is significant in that it confirmed the effect of complex trauma on non-suicidal self-harm in adults and suggested implications for therapeutic intervention to improve emotional regulation ability.

Snyder Hopes the Effect of Theoretical Nursing Combined with Adaptive Cognitive Emotion Regulation Strategy on Cirrhotic Patients with Esophageal Variceal Bleeding

Explore the effect of Snyder hope theory nursing combined with adaptive cognitive emotion regulation strategy on hope level, psychological elasticity, response and negative emotion regulation ability of cirrhotic patients with esophagogastric variceal bleeding. 120 patients with liver cirrhosis with esophagogastric variceal bleeding from January to December 2023 were randomly divided into observation group (n = 60) and control group (n = 60). The control group was given the strategy of adaptive cognitive emotion regulation. The observation group was given hope theory nursing combined with adaptive cognitive emotion regulation strategy. After nursing, the scores of Herth hope scale (C-HHI), psychological resilience scale (CD-RISC), face dimension, avoidance and surrender in the observation group were higher than those in the control group (P < 0.05, 0.05). The scores of negative emotion regulation scale (NMR-S) in the observation group were higher than those in the control group. Snyder hopes that theoretical nursing combined with adaptive cognitive emotion regulation strategy can improve the hope level of cirrhotic patients with esophagogastric variceal bleeding, improve their psychological resilience and coping style, and improve their negative emotion regulation ability.

The effect of peer interaction problems on aggressive behavior of children with autism and intellectual disability: a moderated mediator model

Objectives Aggressive behavior can easily lead to anxiety, irritable emotions and even weariness of school in child victims, which poses a serious threat to their physical and mental health. Previous studies have mostly explored the influence of family upbringing on aggressive behavior in ordinary children. The aim of this study is to explore the mediating role of teacher-student relationship and emotional regulation ability in the influence of peer interaction problems on aggressive behavior of children with autism and intellectual disability. Methods A total of 180 children with autism and intellectual disability and their teachers from China were assessed using chili sauce paradigm, Strengths and Difficulties Scale, Emotion Regulation Checklist, and Teacher-Student Relationship Scale. Results (1) Peer problems significantly positively predicted aggressive behavior (β = 0.42, p < 0.001) after controlling for grade, gender and disorder type. (2) Peer problems could indirectly predict aggressive behavior through the mediating effect of teacher-student relationship (indirect effect value = 0.16, 95% CI = 0.10–0.24). (3) The second half of the direct effect of peer problems on aggressive behavior and the mediating effect of close teacher-student relationship were moderated by emotional regulation ability (β = 0.01, p < 0.01, 95% CI = 0.004–0.024). Conclusions The results showed that peer problems affected the teacher-student relationship and further affected aggressive behavior. Emotion regulation ability plays a moderating role in mediating the indirect path.

Loneliness and emotion regulation: A meta-analytic review.

Chronic loneliness has been associated with increased risk for multiple mental disorders. Multiple lines of evidence suggest that problems with emotion regulation (ER) may underlie the course and costs of loneliness, but evidence on the associations between loneliness and ER has not been systematically analyzed until now. The present meta-analysis examined the relations between loneliness and multiple dimensions of ER including the habitual use of common strategies (i.e., rumination, cognitive reappraisal, expressive suppression, distraction), ER difficulties, and ER abilities. A systematic search across four databases returned 4,454 articles, out of which 61 articles (total N = 40,641) were eligible for inclusion. The analyses indicated that there were consistent positive relations between loneliness and rumination (r = 0.38), suppression (r = 0.31), and ER difficulties (r = 0.49). Loneliness was also negatively associated with reappraisal (r = -0.23), distraction (r = -0.21), and ER abilities (r = -0.28). The latter two effects were significantly larger in studies on adults compared to adolescents, as indicated by subgroup analyses, and corroborated by metaregressions. Furthermore, the percentage of women in the sample was a negative predictor of the association between loneliness and ER difficulties, and the country cultural individualism was a positive predictor of the association between loneliness and suppression. There was evidence of publication bias in all analyses, but the effect sizes remained significant after imputing for missing studies. Overall, the present results support consistent associations between loneliness and ER and highlight potential targets for future interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Systematic Review of Parent Socialization of Negative Affect in Clinical Child Samples: Relations to Youth Emotion Regulation Abilities.

Emotion-focused parenting practices, known as parent emotion socialization, play a crucial role in shaping youth's emotion regulation (ER) abilities. The impact of parent emotion socialization behaviors (ESB) on youth ER has been studied extensively in community samples. However, research on these relations in clinical samples is more limited, albeit growing. The current systematic review sought to evaluate the existing literature examining parent ESB of negative affect in various clinical child and adolescent samples. A literature search was conducted in April 2023, resulting in 1153 abstracts being reviewed. Two reviewers independently screened the titles and abstracts to identify relevant papers, with 152 articles being independently reviewed in full, of which 26 articles met inclusion criteria and are included in the current review. Studies (16 cross-sectional, 6 longitudinal, 4 intervention) utilized multi-methods of assessing youth ER, including questionnaires, physiological, and observational measures in a range of clinical samples, including youth diagnosed with internalizing, externalizing, and neurodevelopmental disorders, as well as youth at-risk for clinical diagnoses such as physically abused children. Overall, results support significant, negative associations between parent ESB practices and youth emotion dysregulation (rs = .22-.35) and negativity/lability (rs = .19-.60), and positive associations with youth ER abilities (rs = .18-.76). Some studies highlighted varying impacts of parental ESB on children with versus without clinical disorders/symptomology, with effects being more pronounced within clinical populations. Implications for these findings and future research directions are discussed, including the significance of focusing on parent ESB in intervention work with clinical child populations.

Functional connectivity in procrastination and emotion regulation

Procrastination, an irrational delay of intended action, leads to numerous adverse effects in many life domains, such as low academic performance, poor mental health, and financial distress. Previous studies have revealed a substantial negative correlation between emotional regulation and procrastination. However, the neural basis for the association between emotion regulation and procrastination remains unclear. Therefore, we employed the voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) methods to explore the neural substrates underlying how emotion regulation is responsible for procrastination (N = 243). In line with our hypothesis, the results showed a significant negative correlation between emotion regulation ability and procrastination. Additionally, the VBM analysis showed that emotion regulation ability was positively correlated with gray matter (GM) volumes in the right dorsal-lateral prefrontal cortex (dlPFC). The mediation analysis revealed that emotion regulation ability mediated the relationship between the GM volumes of the right dlPFC and procrastination. Furthermore, the RSFC results indicated that right dlPFC-left insula functional connectivity was positively associated with emotion regulation ability. Emotion regulation ability further mediated the relationship between the right dlPFC-left insula functional connectivity and procrastination. The current findings suggest that the neural pathway related to cognitive control over aversive emotion may be responsible for the close relationship between emotion regulation and procrastination, which provides a novel perspective for explaining the tight association between emotion regulation and procrastination.

New Pathways for Digital Health Technology Interventions for Workplace Anxiety

This study focuses on exploring new paths of digital health technology (DHT) intervention for workplace anxiety in the context of artificial intelligence. By exhaustively analyzing the current situation and causes of workplace anxiety and combining the latest advances in current artificial intelligence and digital health technology, this study successfully constructed a DHT-based workplace anxiety intervention model. The empirical results show that the model can accurately identify, scientifically assess and effectively alleviate anxiety symptoms in the workplace, significantly improving participants' negative emotions such as irritability and exhaustion, as well as significantly enhancing their emotion regulation ability. This study not only introduces an innovative approach to the field of workplace mental health intervention, but also provides strong support for improving employee mental health and promoting sustainable development of enterprises.

Differential effects of trait-like emotion regulation use and situational emotion regulation ability across the affective and anxiety disorders spectrum: a transdiagnostic examination

Here, we investigated the association of different emotion regulation (ER) indices with symptom severity across a large transdiagnostic sample of patients with emotional disorders (cross-sectional approach) and the predictive validity these ER indices have for the outcome of routine care CBT (longitudinal approach). We assessed the trait-like use of adaptive (reappraisal) and maladaptive (suppression, externalizing behaviors) ER strategies via questionnaire as well as the situational ability to regulate emotions with an experimental ER paradigm. Psychopathology was assessed dimensionally using the depression, anxiety, and stress scale. Cross-sectionally symptom severity was predicted by less trait-like use of adaptive and more trait-like use of maladaptive ER strategies, but no associations were found for situational ER ability. This association was more pronounced for depression and stress symptoms rather than anxiety symptoms. In a striking dissociation, the longitudinal analyses revealed the reverse picture: Better situational ER ability, but not trait-like use of ER strategies was associated with less symptom severity after the CBT treatment. Our data argues in favor of a distinction between trait-like and situational ER abilities in individuals with emotional disorders, highlighting challenges in applying adaptive ER strategies in daily life despite demonstrating intact ER skills in experimental settings. Our findings also inform transdiagnostic models of psychopathology and suggest that distress/depression rather than anxiety symptomatology to be driving forces for the occurrence of ER deficits across the depression/anxiety disorders spectrum.

The relationship between emotion regulation ability and anxiety in adolescents: independent and collaborative mediating roles of adaptive and nonadaptive emotion regulation strategies

The relationship between emotion regulation ability and anxiety in adolescents: independent and collaborative mediating roles of adaptive and nonadaptive emotion regulation strategies

Emotion dysregulation in misophonia: Findings from a nationally representative sample

A core feature of misophonia is the emotional distress that occurs in response to specific sounds (e.g., slurping, pen clicking). Despite the theorized connection between emotion dysregulation and misophonia, there is very little research on this topic. Examining emotion dysregulation and identifying the specific emotion regulation deficits that are associated with worse misophonia symptoms would advance our understanding of potential transdiagnostic factors central to misophonia symptoms; thereby informing the development of more targeted interventions. The current study sought to: 1) characterize emotion dysregulation among individuals with misophonia, 2) compare emotion dysregulation between individuals with clinical and subclinical misophonia, and 3) examine the unique role of emotion dysregulation across three domains of misophonia symptoms. This study included a large, nationally representative sample of U.S. adults (N = 4005; 51.5% female; 62.5% White, non-Hispanic). Participants completed self-report questionnaires to assess misophonia symptoms (i.e., misophonia sounds, emotional and behavioral reactions to misophonia sounds, and misophonia-related impairment), stress, and emotion dysregulation. The results revealed participants with misophonia reported significantly worse emotion regulation abilities compared to individuals with subclinical levels of misophonia. In addition, emotion dysregulation was significantly associated with sensitivity to misophonia sounds, reactions to misophonia sounds, and misophonia-related impairment, even after accounting for covariates. Results support emotion dysregulation as an important element in misophonia and suggest certain dimensions of emotion dysregulation should be considered in future research and in the evaluation of treatment strategies used to reduce misophonia symptoms.

Cognitive and affective links between childhood adversity and psychological adjustment in emerging adults with chronic medical conditions.

Childhood adversity has been linked to poor psychological adjustment and decreased emotion regulation (ER) abilities. The extended process model of ER outlines the pivotal role of cognitive appraisals in the generation and expression of emotion as well as the pursuit of ER. The aim of the current study is to examine whether illness-related cognitive appraisals (i.e., illness uncertainty and illness intrusiveness) and emotion dysregulation serially mediate the relationship between childhood adversity and psychological adjustment for emerging adults with chronic medical conditions (CMCs). Participants included 557 undergraduate college students (Mage= 19.53 years, SD = 1.34) enrolled in a Midwestern public university with self-reported CMCs. Participants completed measures of adverse childhood experiences (ACEs), illness uncertainty, illness intrusiveness, emotion dysregulation, anxious symptoms, and depressive symptoms. A path analysis was conducted examining ACEs → cognitive appraisals (i.e., illness uncertainty, illness intrusiveness) → emotion dysregulation → depressive and anxious symptoms. The overall model was significant and predicted 63.5% of the variability in anxious symptoms and 60.2% of the variability in depressive symptoms. All anticipated direct and indirect paths were significant. The current study indicates that greater childhood adversity is indeed associated with negative appraisals of one's CMC, such as greater perceived uncertainty and intrusiveness. Negative illness-related cognitive appraisals thus may limit one's ability to effectively employ adaptive strategies to regulate emotions, which could contribute to greater depressive and anxious symptoms.

Feeling the distance: The relationship between emotion regulation and spatial ability in childhood.

Research has shown experimentallythat if children are taught to use language to create distance (socially, physically, and temporarily) when they revisit a potentially traumatic experience they reduce the intensity of their emotions. Building on this, this study was carried out to explore whether children with better spatial skills are better at such downregulation because of their very aptitude in understanding the concept of distance. Using data from a general-population birth cohort in the UK, the study examined the bidirectional association between emotional dysregulation and spatial ability among children aged 5 and 7 years. The findings reveal a significant reciprocal relationship even after adjusting for family, contextual, and individual confounders including verbal ability: spatial skills at age 5 years were inversely related to emotional dysregulation at age 7 years, and conversely, greater emotional dysregulation at age 5 years was associated with poorer spatial ability at age 7 years. The two paths were equally strong and there was no evidence of differences between them on the basis of sex. Our results suggest that enhancing spatial abilities could be a potential avenue for supporting emotion regulation in middle childhood.

Emotion regulation motives in adolescence shape regulatory strategy use.

Emotion regulation (ER) motives (i.e., the reasons individuals regulate their emotions) are key factors influencing the development of adolescents' ER abilities. However, age- and gender-related trends in adolescents' ER motives, as well as their impact on the use of ER strategies, remain unclear. We recruited 5629 participants from two schools in Southwest China (M = 15.18, SD = 1.73; 45.11% male) to complete the Emotion Regulation Goals Scale and the Emotion Regulation Questionnaire. Linear and polynomial regression analyses were conducted to examine age- and gender-related differences in ER motive patterns. We then tested whether different patterns of ER motives were also associated with participants' habitual use of two common ER strategies. This study revealed nonlinear and diverse age-related differences in adolescents' contra-hedonic and pro-social motives, with notable fluctuations in contra-hedonic motives. Boys exhibited higher levels of contra-hedonic motives, while girls showed higher levels of performance motives. Moreover, ER motives were significantly and broadly associated with individuals' habitual use of reappraisal and suppression. More specifically, pro-hedonic motives were associated with greater use of reappraisal, while contra-hedonic motives were linked to higher levels of suppression. Furthermore, instrumental motives (i.e., performance, pro-social, and impression management) were positively related to both reappraisal and suppression. These findings enhance our understanding of how adolescents' ER motives vary by age and gender, as well as the crucial role different ER motives play in shaping patterns of ER strategy use.

중학생이 지각한 부모 공감과 학교생활적응 간의 관계에서 자기격려와 정서조절능력의 매개효과

The purpose of this study is to increase school life adaptation by confirming the mediating effects of self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation. To this end, 233 middle school students in Busan and Gyeongnam were surveyed, and the data were analyzed with SPSS Ver 27.0. Correlation analysis between variables was conducted, hierarchical multiple regression analysis was conducted to verify the mediating effects of self-encouragement and emotional regulation ability, and significance was verified by the method of bootstrapping. The results of the study are as follows. First, there was a positive correlation between parental empathy, self-encouragement, emotional regulation ability, and school life adaptation perceived by middle school students. Second, there was a complete mediating effect on self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation, and emotional regulation ability had a partial mediating effect. These results suggest the importance of self-encouragement and emotional regulation ability that influence middle school students' adaptation to school life through parental empathy.

The role of family conflict and cohesion in adolescents' social responsibility: Emotion regulation ability as a mediator.

The social context is crucial for the adolescent development of self-regulatory skills and social responsibility. To understand the role of social context in adolescent development, the present study examined family predictors (i.e., family cohesion and conflict) of social responsibility, with emotion regulation ability as a mediating process. A total of 828 Chinese adolescents (35.6% female; mean age = 13.92 years, SD = 1.34) were recruited from major Chinese cities, including Hong Kong and Macau. Path analysis revealed that emotion regulation ability mediated the relation between family factors (i.e., family cohesion and family conflict) and social responsibility. That is, the ability to regulate emotions serves as a process between family factors and social responsibility. More specifically, family cohesion was positively associated with emotion regulation ability, whereas family conflict was negatively associated with emotion regulation ability. In turn, emotion regulation ability was positively associated with social responsibility. The results suggested that the family environment and adolescent's emotion regulation ability are important contextual and intrapersonal factors contributing to their development of social responsibility. As an implication, policymakers and practitioners might allocate resources to enrich positive family interactions and cultivate emotional competency to support adolescents' development of social responsibility.

Dance Education in Promoting Children's Sociality and Study on the Role and Mechanism of Emotion Development

As a unique form of education, dance education has a significant impact on children's social and emotional development. Through dance activities, while enjoying the charm of art, children can learn social rules and emotional expression through body language and collective interaction, thus enhancing social communication ability and emotional regulation ability. Dance education not only improves children's physical coordination and creativity, but also promotes the cultivation of empathy and the development of self-cognition through non-verbal emotional communication. This study deeply discusses the mechanism of dance education in children's social and emotional development, and provides a valuable reference for preschool education practice.

The Mediating Role of Emotion Regulation Strategies between Symptoms of Attention Deficit Hyperactivity Disorder and Anxiety-Depression Problems in Children

The purpose of this study was to investigate the mediating role of emotion regulation strategies of ADHD and anxiety-depression problems in children. Using a cross-sectional research design, this study collected a sample of children with ADHD and assessed their ADHD symptoms, anxiety-depression status, and emotion regulation strategies utilizing standardized tools. The data analysis results showed that emotion regulation strategies played a significant mediating role between ADHD symptoms and anxiety-depression problems, indicating that emotion regulation ability in children with ADHD may be an important factor affecting their anxiety and depression. This study not only provides a new perspective for understanding the emotional and behavioral problems of children with ADHD but also offers empirical evidence for developing targeted intervention measures. In the future, training in emotion regulation strategies is expected to become an important part of interventions for children with ADHD.

Meating of the minds: Who denies animal mind in response to the meat paradox?

Most people abhor animal cruelty but choose to eat meat. To resolve feelings of conflict associated with this so-called “meat paradox”, meat-eaters appear to downplay the capacity of animals to think and feel. However, the strength of animal mind denial seems likely to vary between individuals—according to one’s concern for animal welfare or enjoyment of meat, for instance. Across two pre-registered studies (S1: N = 355, S2: N = 251), we examined personality traits, attitudes, and beliefs that may predict the strength of animal mind denial in relation to the meat paradox. Results suggest that those lower in openness/intellect or emotion regulation ability, or higher in meat-commitment, deny animal mind more strongly when reminded of the link between meat eating and animal suffering. We discuss the degree to which these findings align with dissonance-based explanations for animal mind-denial in response to the meat-paradox.

Effectiveness of acute aerobic exercise in regulating emotions in individuals with test anxiety

High levels of test anxiety can cause negative emotional interference and have adverse effects in multiple aspects. It is currently unclear whether acute aerobic exercise can effectively reduce a series of negative emotions triggered by test anxiety. This study investigates the impact of 30 min of moderate-intensity aerobic exercise on the subjective emotional responses and frontal alpha asymmetry (FAA) in individuals with high test anxiety. Forty-four college students with high test anxiety were randomly assigned to an aerobic exercise group and a control group. Each group underwent two tests, involving subjective scale measurements and resting-state EEG recordings, with a seven-day interval between tests. Results showed that after 30 min of moderate-intensity acute aerobic exercise, the intervention group had significantly reduced scores in subjective negative emotional experiences, and FAA indicators significantly increased. The study suggests that acute aerobic exercise can enhance the emotional regulation ability of college students with high test anxiety and reduce their negative emotions.

Parent Facilitation of Child Emotion Regulation in ASD: An Ecological Momentary Assessment Study.

Parents play a substantial role in their children's emotion regulation (ER) abilities. Children with autism spectrum disorder (ASD) often have difficulties regulating their emotions, which can manifest as externalizing behavioral issues. Parents of children with ASD facilitate their children's ER development in response to unique challenges and stressors, often developing resiliency but other times contributing to their children's dysregulation and behavioral challenges. It is unclear how much momentary stress attenuates parents' emotional facilitation of child ER and its effect on child behavioral functioning. Using an ecological momentary assessment approach, the current study explores this process by considering how parents of children with ASD facilitate child ER through (1) parent ER ability, (2) emotion socialization style, and (3) expressed emotion. Multilevel models explored the relative influences of parent ER facilitation on the association between momentary parent stress and behavioral intensity. Results suggest that parent ER abilities and specific emotion socialization styles interact with momentary parent stress and child behavior, whereas emotional climate of the home impacts child behavior more directly. The role of parent ER facilitation in the context of parent stress and children with ASD and behavioral problems is complex and multifaceted. Implications for further supporting children's emotional development via parent involvement are discussed.