Greater Emotion Regulation Research Articles

Contributions of an emotion-oriented professional development course to the ecology of language teacher agency

Informed by an ecological perspective, the present study explored the contributions of an emotion-oriented professional development course to eight Iranian English language teachers’ agency. Data were collected in two rounds: one round before, during, and after the course using interviews, narrative frames, and reflective journals, and another round one year later using interviews and narrative frames in order to track the longitudinal effects of the course. Data analyses revealed that the course enabled the teachers to find better space for their autonomy and motivation, both being significant contributing factors to their enhanced agency. Furthermore, the teachers were able to develop more emotional empowerment through greater emotional regulation in their professional work. We discuss implications for teachers and teacher educators to use emotion-oriented professional initiatives in teacher education courses to positively enhance professional agency.

Creativity, Emotion Regulation, and Maladaptive Daydreaming

ABSTRACT The goal of this study was to examine maladaptive daydreaming and the associations with emotion regulation difficulties, creative processes, creative self-efficacy, and creative personal identity. A non-clinical sample of active participants (N = 361) was investigated. A series of Pearson correlations, multivariate, multilinear regressions, and moderation analyses were conducted. The study findings indicated that difficulties with emotion regulation and creative distinct experience process explained 23% of the variance in maladaptive daydreaming. In a smaller sub-sample (n = 146) creative personal identity positively predicted maladaptive daydreaming, but creative self-efficacy was a negative predictor of maladaptive daydreaming. Emotion regulation difficulty was also associated with creative anxiety, whereas a feeling of power and pleasure during the creative process was associated with greater emotion regulation. The findings in this study reinforced the need to cultivate optimal emotion regulation skills, especially in individuals who struggle with compulsive immersive daydreaming. Creative processing skills and optimal emotion regulation strategies may help individuals with maladaptive daydreaming, including increasing their creative achievement and self-efficacy.

Clinical improvement of teens participating in a dbt skills training

IntroductionDialectical behavioural therapy (DBT) developed by Linehan has been shown to be widely effective in improving emotional regulation capacity in patients diagnosed with borderline personality disorder in adults and adolescents, but also for other profiles of emotional dysregulation, even in the general non-clinical population through emotional regulation skills training programs in schools.ObjectivesThe objective was to describe psychopathological characteristics and to evaluate clinical outcome variables (self-harm, suicide attempts, admissions and emotional regulation difficulties) in young patients who participated in the DBT skills training group carried out by the child and adolescent psychiatry team of Hospital del Mar (Barcelona) between February 2020 and April 2022.MethodsProspective longitudinal study with two evaluations (before starting the group and after finishing it). The clinical variables were evaluated by reviewing the medical records, and the improvement in emotional regulation difficulties was evaluated through the Difficulties in Emotion Regulation Scale (DERS) adaptation to adolescents before and after the intervention.ResultsA total of 36 participants have been referred and assessed to participate in the previously mentioned emotional regulation program. The mean age was 15.6 years (14-17 years old). 100% of the participants were female. All of them met criteria for BPD according to the SCID-II questionnaire; but only 23 patients (63.9%) had BPD as their main diagnosis. 63.9% (n=23) presented psychiatric comorbidities, being 27.8% (n= 10) ADHD, 30.6% (n= 11) substance use disorder and 47.2% (n= 17) eating disorders,77.8% (n=28) had presented self-injurious behaviour, 52% (n=18) had committed a suicide attempt, requiring hospital admission in 36.2% (n=13) at some point in their lives before the therapy group. In the three months after the end of the group, admissions were reduced to 17% (n=6), suicide attempts to 14.8% (n=5) and non-suicidal self-injurious behaviours to 27.8% (n=10).The mean score of all participants on the DERS scale was 129.91 points before participating in the DBT skills group and 105 points right after the group finished. Higher scores translate into greater emotional regulation difficulties.ConclusionsThe reduction in DERS scores, self-injurious behaviours, suicide attempts, and admissions was notable for all participants. It remains to add the results of the groups currently in operation and perform the statistical analysis of all the results. It is necessary to continue studying and testing the benefits of DBT both in the clinical adolescent population and in the general child and adolescent population in order to generalize the promising results observed in our sample. At Hospital del Mar, we will continue to expand the DBT program so that more children and adolescents with emotional dysregulation can benefit.Disclosure of InterestNone Declared

Associations Between Parents' Cognitions About Child Anxiety and Emotion Dysregulation in Clinically Anxious Children: The Unique Contribution of Fathers.

This study examined the influence of parental cognition, including attitudes, beliefs, and understanding of anxiety, on emotion dysregulation in children with anxiety disorder. A total of 47 clinically anxious children (6-17 years old) and their parents were involved in the current study. The mothers and fathers separately completed a self-reported questionnaire assessing their attitudes, beliefs, and understanding of their children's anxiety, while the children completed a self-report questionnaire assessing emotion dysregulation. Pearson correlation and hierarchical regression analyses were used for data analysis. The results indicated that only fathers' higher levels of unhelpful attitudes, beliefs, and understanding of anxiety were positively and significantly associated with greater emotion regulation (ER) difficulties in anxious children. Furthermore, fathers' unhelpful cognitions regarding anxiety uniquely predicted their children's emotion regulation difficulties. These findings highlight the importance of including fathers in preventive and therapeutic interventions in promoting ER abilities in children with anxiety disorder.

Aging and Emotion Regulation Tactics Across the Historical Events of 2020.

Background and ObjectivesDespite well-documented cognitive and physical declines with age, older adults tend to report higher emotional wellbeing than younger adults, even during the Coronavirus Disease-2019 (COVID-19) pandemic. To understand this paradox, as well as investigate the effects of specific historical contexts, the current study examined age differences in emotion regulation related to the events of 2020 in the United States. We predicted that, due to older adults’ theorized greater prioritization of hedonic goals and avoidance of arousal, older adults would report more positivity-upregulation and acceptance tactics than younger adults.Research Design and Methods81 younger adults (ages 18-25) and 85 older adults (age 55+) completed a retrospective survey on their emotion regulation tactic usage for three specific events: the COVID-19 pandemic outbreak, the killing of George Floyd, and the presidential election.ResultsOlder adults tended to rely most on acceptance-focused tactics, while younger adults tended to rely on a more even variety of tactics. However, age differences in tactic preferences varied by event, possibly due to younger adults’ greater emotion regulation flexibility.Discussion and ImplicationsOlder adults’ higher emotional well-being may not be primarily a result of age differences in positivity-related emotion regulation tactics, but more about differences in acceptance use.

Examining a Conceptual Model of Maternal and Paternal Warmth, Emotion Regulation and Social Competence among Preadolescent Children in Malaysia

Although parental warmth has been shown to be related to children’s social competence, the mediating role of preadolescent children’s emotion regulation in this context has been less explored, particularly in Asian cultures. Thus, this study examined the role of emotion regulation as a mediator in the relationship between parental warmth (i.e., paternal and maternal warmth) and social competence among preadolescent children in Malaysia. Preadolescent children (N = 720; Mage = 10.95; SD = 0.59; 58.8% female) completed self-administered questionnaires. Results of correlation analysis showed that higher levels of paternal and maternal warmth were associated with greater emotion regulation in preadolescent children and a greater level of social competence. However, analysis of structural equation modeling revealed that emotion regulation significantly mediated only the relationship between maternal warmth and social competence. These findings underscored the importance of maternal warmth in promoting Malaysian preadolescent children’s social competence as well as their emotion regulation as a mediating pathway. This study also highlights the direct effect of paternal warmth on preadolescents’ social competence. Theoretical and practical implications of this study are discussed.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

Evaluating the impact of a time orientation intervention on well-being during the COVID-19 lockdown: past, present or future?

ABSTRACT Lockdown policies brought on by the COVID-19 pandemic pose a threat to well-being. This study examined the effectiveness of three positive psychology interventions, with different time-orientations, on well-being as well as predictors of well-being during lockdown. Participants (n= 261) completed measures of lockdown characteristics, attachment orientation, and emotion regulation, were then randomly allocated to one of four interventions; nostalgia (past), gratitude (present), best possible self (BPS; future) or control (recalling a TV show), and completed outcome measures of well-being and affect. Results showed that BPS resulted in higher positive affect and that both BPS and gratitude resulted in higher social connectedness than the nostalgia intervention. Further, greater well-being during lockdown was predicted by greater attachment security, greater emotion regulation, and more social interactions. In sum, focusing on the present or future during lockdown is more effective for well-being than focusing on the past, which alongside trait characteristics predict well-being under lockdown.

Spouses’ Emotion Regulation Skills and Perceived Partner Emotional Support in the Context of Early Stage Dementia

Within older adult marriages, spouses often help regulate one another’s emotions, especially in times of stress (Monin, 2016). Although research shows that better emotion regulation skills are associated with better social skills (Lopes, 2005), less is known about whether better emotion regulation skills in one spouse are associated with greater perceived relationship quality from their partner’s point of view. Further, very little is known about these dynamics in the context of early stage dementia in which both spouses may be feeling more stress over time and need support from one another. In the present study, we hypothesized that (a) one spouse’s greater emotion regulation skills would be associated with their own greater perceived emotional support from their partner and (b) their partner would also report greater perceived emotional support. We made the same hypothesis for both the person with dementia and their spouse without dementia. We used self-report baseline data from an intervention study of 45 older adult married couples (N=90) where one spouse has dementia. Spouses completed questionnaires that measured their emotional regulation habits (DERS; Gratz & Roemer, 2004) and perceived emotional support from their partner (Feeney & Collins, 2000). Results from the actor partner interdependence model showed that when both partners had high emotional regulation skills there were the highest levels of perceived partner support for each dyad member (B=-.02, SE=.01, t(38.83)=-2.37, p=.023). Findings suggest couple-focused interventions to enhance emotion regulation skills are important for maintaining relationship quality in the early stages of dementia.

Maternal socialization of child emotion and adolescent adjustment: Indirect effects through emotion regulation.

A fundamental question in developmental science is how parental emotion socialization processes are associated with children's subsequent adaptation. Few extant studies have examined this question across multiple developmental periods and levels of analysis. Here, we tested whether mothers' supportive and nonsupportive reactions to their 5-year-old children's negative emotions were associated with teacher and adolescent self-reported adjustment at age 15 via children's physiological and behavioral emotion regulation at age 10 (N = 404). Results showed that maternal supportive reactions to their children's negative emotions were associated with children's greater emotion regulation in a laboratory task and also a composite of mother and teacher reports of emotion regulation at age 10. Maternal nonsupportive reactions to their children's negative emotions were uncorrelated with supportive reactions, but were associated with poorer child physiological regulation and also poorer mother- and teacher-reported emotion regulation at age 10. In turn, better physiological regulation at age 10 was associated with more adolescent-reported social competence at age 15. Furthermore, teacher and mother reports of emotion regulation at age 10 were associated with increased adolescent adjustment across all domains. Mediational effects from nonsupportive and supportive reactions to adolescent adjustment tested via bootstrapping were significant. Our findings suggest that mothers' reactions to their children's negative emotions in early childhood may play a role in their children's ability to regulate their arousal both physiologically and behaviorally in middle childhood, which in turn may play a role in their ability to manage their emotions and behaviors and to navigate increasingly complex social contexts in adolescence. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Mindfulness Interventions to Reduce Impact of Interparental Conflict on Adolescents.

Exposure to frequent, intense, and poorly resolved interparental conflict puts adolescents at risk for problems in many domains, including internalizing and externalizing problems, and stress physiological dysfunction. Existing intervention strategies to target these adolescents focus almost solely on improving marital dynamics, for example, through relationship education or couples therapy. However, interventions that aim to enhance marital communication require high levels of parental commitment and motivation for change, and may be expensive and time-consuming. In the current paper, we argue that it is essential to also apply intervention strategies that directly promote the regulatory capabilities of adolescents to improve outcomes for youth from high-conflict homes. Mindfulness, or present-moment, nonjudgemental awareness, is associated with myriad positive outcomes in adults (e.g., lower levels of depression and anxiety, and greater emotion regulation). We propose that mindfulness interventions are an ideal intervention strategy for adolescents from high conflict homes. Mindfulness interventions may target the mechanisms whereby destructive marital interaction impacts youth, by providing distance between experiences and evaluations, training regulation of attention, and enhancing self-compassion and nonjudgement, as well as by enhancing relationships. We also provide an example of a specific intervention model designed to increase mindfulness in youth, Learning to Breathe (L2B).

When does changing emotions harm authenticity? Distinct reappraisal strategies differentially impact subjective and observer-rated authenticity

ABSTRACT We compared the effect of two commonly-studied reappraisal techniques on authenticity during a lab-based social interaction: emotion-focused reappraisal, which explicitly instructs people to change their emotions, and perspective-based reappraisal, which focuses on changing people’s viewpoint of an event. Study 1 showed that people who used perspective-based reappraisal were more authentic than people who used emotion-focused reappraisal. In Study 2 we replicated this effect, demonstrating that perspective-based (vs. emotion-focused) reappraisal leads to more authenticity and that this effect is statistically mediated by greater emotion regulation awareness in the emotion-focused reappraisal condition. Taken together, these findings suggest that emotion regulation techniques that do not make people aware they are changing their natural emotional response may leave authenticity intact.

You Fill My Heart: Looking at One's Partner Increases Interoceptive Accuracy.

The integration of external and internal bodily signals provides a coherent, multisensory experience of one’s own body. The ability to accurately detect internal bodily sensations is referred to as interoceptive accuracy (IAcc). Previous studies found that IAcc can be increased when people with low IAcc engage in self-processing such as when looking in the mirror or at a photograph of one’s own face. However, the way the self is represented changes depending on the context. Specifically, in social situations, the self is experienced in relation to significant others and not as an isolated individual. Intriguingly, in a relational context romantic partners can be used as social mirrors for one’s self. We here investigated whether directing one’s attention to romantic partners would enhance one’s IAcc, similar to the effect of self-face observation when the self is processed in isolation. During a heartbeat counting task, both concurrent self-face and partner-face observation improved accuracy in those with initially low IAcc; however, this improvement was significantly greater for the partner’s face. These results suggest that significant others may play an important role in determining the quality of one’s self-awareness. Given that high interoceptive awareness is linked to better emotion regulation, increased IAcc during partner observation is likely to have an adaptive role in maintaining stable and secure romantic relationships through greater emotion regulation.

U.S. College Students' Sexual Activity: The Unique and Interactive Effects of Emotion Regulation Difficulties and Attachment Style

ABSTACTObjectives: This study explored the association between emotion regulation difficulties and sexual activity, and whether emotion regulation difficulties moderated the link between attachment and sexual activity. Methods: U.S. college students (N = 373) from two institutions completed self-report measures of sexual activity, emotion regulation difficulties and attachment. Results: Findings indicated that greater emotion regulation difficulties were associated with less frequent exclusive sexual activity. Moreover, emotion regulation difficulties moderated links between attachment avoidance and sexual activity, and associations varied according to relational context and gender. Conclusions: Implications for promoting sexual health and relationship intimacy are discussed.

Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation.

Attachment in the Classroom

Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student relationships and school bonding are provided.

Assessing Individual Differences in Spatial Strategies

This research examined the strategies, emotions, and beliefs described by participants completing a complex three dimensional spatial task. After completing the task, participants examined a video of themselves performing the task. During the video performance, participants completed a thought listing exercise designed to elicit strategies used, as well participants' beliefs about their own adequacy and the degree of difficulty of the task. These data were coded by two independent observers. Strategies, beliefs, and emotions reported were predicted both by the sex of the participant and the success at the task. Unsuccessful males and females did not differ from one another in their reported strategies, beliefs, or emotions. However, successful males reported many more specific strategies, whereas successful females reported greater emotional regulation. Additionally, trial and error was identified by successful females as their main strategy. Guidelines for eliciting spatial strategies follow.