Negative Emotion Regulation Strategies Research Articles

Special needs teachers in emergency remote teaching during the COVID-19 pandemic: the role of personal resources and teaching motivation on burnout

BackgroundThis cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms.MethodsThe study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers.ResultsThe findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers’ compassion and burnout.ConclusionsOur research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs.

Psychological Distress During COVID-19: Its Association With Stress, Emotion Regulation, and Sleep

Background and Objective The COVID-19 pandemic has been linked to an increase in psychological distress and mental disorders worldwide. The objectives of this study were to investigate the correlates of psychological distress during the COVID-19 pandemic and explore whether the relationship between stress and psychological distress was mediated by cognitive emotion regulation strategies and sleep.Methods Four hundred ninety-six university students completed the Mental Health Inventory, the Insomnia Scale, the Cognitive Emotion Regulation Questionnaire, and the Perceived Stress Scale.Results Female gender and younger age were related to stress, sleep difficulties, and psychological distress. Stress was positively correlated with psychological distress and these two variables were associated with sleep difficulties, negative cognitive emotion regulation strategies (both positively), and positive cognitive emotion regulation strategies (inversely). In mediation analyses, there was a statistically significant positive direct/indirect impact of stress on psychological distress. The indirect pathways linking stress to psychological distress were: through an increase in negative cognitive emotion regulation strategies or a reduction in positive ones; through sleep difficulties; and through negative cognitive emotion regulation strategies and sleep. Female gender had a positive impact on sleep difficulty index, negative cognitive emotion regulation, and psychological distress.Conclusions The cognitive-emotional arousal associated with stress, as well as the maladaptive cognitive emotion regulation to cope with stress, may be implicated in the genesis and maintenance of sleep difficulties and distress during the pandemic. Strategies that include stress management, emotional self-regulation, and sleep hygiene should be implemented to promote the mental/psychological well-being of university students in future public health crises, such as the COVID-19 pandemic.

Behavioral state-dependent associations between EEG temporal correlations and depressive symptoms

Previous studies have shown abnormal long-range temporal correlations in neuronal oscillations among individuals with Major Depressive Disorders, occurring during both resting states and transitions between resting and task states. However, the understanding of this effect in preclinical individuals with depression remains limited. This study investigated the association between temporal correlations of neuronal oscillations and depressive symptoms during resting and task states in preclinical individuals, specifically focusing on male action video gaming experts. Detrended fluctuation analysis (DFA), Lifetimes, and Waitingtimes were employed to explore temporal correlations across long-range and short-range scales. The results indicated widespread changes from the resting state to the task state across all frequency bands and temporal scales. Rest-task DFA changes in the alpha band exhibited a negative correlation with depressive scores at most electrodes. Significant positive correlations between DFA values and depressive scores were observed in the alpha band during the resting state but not in the task state. Similar patterns of results emerged concerning maladaptive negative emotion regulation strategies. Additionally, short-range temporal correlations in the alpha band echoed the DFA results. These findings underscore the state-dependent relationships between temporal correlations of neuronal oscillations and depressive symptoms, as well as maladaptive emotion regulation strategies, in preclinical individuals.

The Effectiveness of Self-Compassion Training on Emotion Regulation and Cognitive Flexibility in Adolescent Girls with Self-Harming Behavior

Objective: Adolescent girls with self-harming behavior experience difficulties in emotion regulation and cognitive flexibility. One of the approaches that can be effective in this regard is self-compassion training. Therefore, the present study aimed to determine the effectiveness of self-compassion training on emotion regulation and cognitive flexibility in adolescent girls with self-harming behavior. Methods and Materials: The research method was quasi-experimental, using a pre-test, post-test, and one-month follow-up design. The statistical population consisted of adolescent girls with self-harming behavior who referred to counseling centers in District 16 of Tehran in 2022. Through purposive sampling, 30 eligible participants were selected and randomly assigned to experimental and control groups of 15 each. They completed the Garnefski and Kraaij (2016) Cognitive Emotion Regulation Questionnaire and the Dennis and Vander Wal (2010) Cognitive Flexibility Inventory at three stages. The Gilbert (2014) self-compassion training program was conducted in eight 60-minute individual sessions for the experimental group, and data were analyzed using repeated measures ANOVA. Findings: The results indicated that self-compassion training significantly increased positive emotion regulation strategies and cognitive flexibility while reducing negative emotion regulation strategies in girls with self-harming behavior. This effect persisted at the follow-up stage (P<0.001). Conclusion: It can be concluded that self-compassion training increases the likelihood of using positive emotion regulation strategies and cognitive flexibility in girls with self-harming behavior while reducing the likelihood of using negative emotion regulation strategies. Self-compassion training enhances individuals' mindfulness and prevents the process of over-identification. This profound experience leads individuals to cease self-judgment and self-criticism, experience self-acceptance, and gain greater awareness of their thoughts and emotions.

The Risk of COVID-19 Transmission

This study aimed at investigating the potential effect of emotional regulation on the medical staff ‎in ‎Algerian hospitals. A cross-sectional ‎ approach based on survey design was used in this study in ‎order ‎to answer the research questions. Data were collected by a questionnaire administered to a ‎sample ‎consisting of 153 randomly selected medical staff working at Algerian hospitals. The results ‎revealed ‎that the risk of COVID-19 transmission affected the emotional regulation of the medical staff ‎in ‎Algerian hospitals. It was also found that there were differences among participants in their ‎emotional ‎regulation that could be attributed to the variables of profession and workplace. The ‎results ‎highlighted the contributions of the positive and negative ‎emotional regulation strategies, ‎profession, ‎and workplace as mediating variables in ‎‏predicting the emotional regulation of medical ‎staff.‎ The results ‎have important implications for how best to help the medical staff fulfill their ‎emotions, thus being ‎better qualified for the response to the COVID-19 pandemic.‎

Combining experience sampling with temporal network analysis to understand inertia of negative emotion in dysphoria

BackgroundEmotional inertia refers to the resistance to update or change an emotional state and is a hallmark of maladaptive emotional dynamics in psychopathology. Little is known, however, about the role of emotion regulation in negative emotional inertia in dysphoria. The current study aimed to explore the association between inertia of discrete negative emotions, and emotion-specific emotion regulation strategy selection use and efficacy in dysphoria. MethodsThe Center for Epidemiologic Studies Depression Scale (CESD) was used to divide university students into a dysphoria (N = 65) and non-dysphoria control (N = 62) group. Using an experience sampling approach delivered via a smartphone app, participants were queried semi-randomly regarding negative emotions and emotion regulation strategies 10 times a day for 7 consecutive days. Temporal network analysis was employed to estimate autoregressive connections for each discrete negative emotion (inertia of negative emotion) and the bridge connections between negative emotion and emotion regulation clusters. ResultsParticipants with dysphoria showed stronger inertia for anger and sadness in the context of the use of emotion-specific regulation strategies. Specifically, individuals with dysphoria displaying greater inertia of anger were more likely to ruminate about the past to cope with anger, and to ruminate on the past and future when experiencing sadness. LimitationsLack of a clinical depression patient group for comparison. ConclusionsOur findings suggest an inflexibility to adaptively shift attention from discrete negative emotions in dysphoria and provide important insights for development of interventions to support wellbeing in this population.

Mindfulness-Based Stress Reduction for Quality of Life, Psychological Distress, and Cognitive Emotion Regulation Strategies in Patients With Breast Cancer Under Early Chemotherapy-a Randomized Controlled Trial.

Mindfulness-based interventions (MBIs) have been receiving growing attention in cancer care. This study evaluated the impact of the mindfulness-based stress reduction (MBSR) on quality of life, psychological distress (anxiety and depression), and cognitive emotion regulation strategies in patients with breast cancer under early chemotherapy. A total of 101 patients with breast cancer under early chemotherapy were randomly assigned to either an 8-week MBSR group (n = 50) or a control group (n = 51). The primary outcome was quality of life, measured on Functional Assessment of Cancer Therapy-Breast Cancer. The secondary outcomes were anxiety (Self-rating Anxiety Scale), depression (Self-rating Depression Scale), and cognitive emotion regulation strategies (The Chinese version of Cognitive Emotion Regulation Questionnaire). The participants were assessed at baseline (T0) and week 8 (T1). The data were statistically analyzed by SPSS 21.0. The participants in the MBSR group experienced significantly better outcomes in their quality of life, psychological distress, and cognitive emotion regulation strategies than the control group. The MBSR intervention was demonstrated to improve the positive cognitive emotion regulation strategies and quality of life in patients with breast cancer under early chemotherapy and significantly reduce the patient's anxiety, depression, and negative cognitive emotion regulation strategies, and help the patients to adjust their mental state and promote positive psychology to improve their quality of life.

Teachers’ Negative Emotions and Emotional Regulation Strategies in Chinese College English Class

Teachers’ Negative Emotions and Emotional Regulation Strategies in Chinese College English Class

Assessing Psychometric Properties of the Behavioral Emotion Regulation Questionnaire in an Iranian Population

Background: The Behavioral Emotion Regulation Questionnaire (BERQ) has been designed to assess the adaptive and maladaptive strategies for emotion regulation. Objectives: The current investigation aimed to study the psychometric properties of the BERQ in a sample of Iranian students. Methods: To assess the psychometric properties of the BERQ (2020 - 2021), 301 students (150 males and 151 females) at Kermanshah University of Medical Sciences (KUMS) were selected using convenience sampling. In addition to the BERQ, the participants completed the Cognitive Emotion Regulation Questionnaire (CERQ), the Penn State Worry Questionnaire (PSWQ), and the Depression Anxiety Stress Scales (DASS). Afterward, Cronbach's alpha coefficient, convergent and divergent validity, and confirmatory factor analysis were calculated and applied using LISREL V 8.80 and SPSS V 20. Results: The results of factor analysis supported the five-factor structure of the BERQ (including seeking distraction, seeking social support, actively approaching, withdrawal, and ignoring) in the Iranian student sample (RMSEA = 0.08, comparative fit index (CFI) = 0.90, normed fit index (NFI) = 0.90). Furthermore, the positive subscales of the BERQ were significantly and positively correlated with the positive cognitive emotion regulation strategies in the CERQ. They also had a significant negative correlation with depression, anxiety, stress, and worry. Moreover, withdrawal and ignoring were significantly and positively correlated with anxiety, stress, worry, depression, and negative emotion regulation strategies of the CERQ (P < 0.05). Conclusions: The Persian version of the BERQ has suitable psychometric properties. This questionnaire could be utilized for assessing the healthy and unhealthy reactions of individuals.

Psychological distress in Portuguese university students during COVID-19 pandemic: relationship with stress, sleeping and emotion regulation strategies

IntroductionDuring the COVID-19 pandemic outbreak, psychological distress, anxiety and depression reached new highs associated with a number of variables such as pandemic related-stress and sleep difficulties. These later two are known to be the precipitant and risk factors for psychological distress/mental disorders, respectively, and negative cognitive emotion regulation strategies can also have a key role on psychological/mental health problems generation and maintenance.ObjectivesTo study stress, sleep difficulties and the use of cognitive emotion regulation strategies by groups of students with different levels of psychological distress during the COVID-19 pandemic.Methods496 university students (mean age ± SD=20.99 years ± 2.27; 78.6% women) completed an online questionnaire between January and April, 2021, which included the Mental Health Inventory, the Perceived Stress Scale (PSS) and the Cognitive Emotion Regulation Questionnaire, as well as three questions from the Insomnia Scale to evaluate Difficulties in Initiating Sleep (DIS), Maintaining Sleep (DMS) and Early Morning Awakening (EMA). A Sleep Difficulties Index (SDI) was calculated by summing the scores of these three items.Results18.3% of the students showed high levels of psychological distress (group 1; scores 1 SD =/< Mean), 62.7% average levels (group 2), and 19% low levels (group 3; Scores 1SD =/>Mean). The group 1, compared with group 3, showed higher levels of sleeping difficulties (DIS, DMS, EMA and SDI), greater stress levels and an increased use of negative emotion regulation strategies, as well as a lesser use of positive emotion regulation strategies. Furthermore, the group 2, with average levels of psychological distress is significantly distinct from the group with better mental health when comparing these same variables.ConclusionsAlmost one fifth of the Portuguese university students report elevated levels of psychological distress during the COVID-19 pandemic. Clinical interventions to promote psychological/mental health in this population should focus on reducing stress, promoting adequate sleep habits, reducing the use of negative cognitive emotion regulation strategies and increasing the use of positive ones.Disclosure of InterestNone Declared

Cognitive emotion regulation for improved mental health: A chain mediation study of Chinese high school students.

High school is a critical time for individual development, during which significant physical and mental changes related to puberty occur. Therefore, high school students' mental health requires more attention from schools, families, and society. Our study explored high school students' present status and family functioning characteristics, psychological capital, cognitive-emotion regulation, and life satisfaction by surveying 917 students in China. Data were analysed using independent sample t-tests, one-way analysis of variance, regression analysis, structural equation modelling, and path analysis. Our results showed that family function was positively correlated with life satisfaction, psychological capital, and positive emotion regulation strategies. Negative emotion regulation strategies were inversely correlated with these variables. The variable of cognitive emotion regulation has two dimensions, positive and negative. Cognitive-emotional regulation and psychological capital had sequential mediating effects between family function and life satisfaction. The results of this study offer new explanations for the mechanisms of family functioning on life satisfaction, how family functioning affects life satisfaction via cognitive-emotional regulation and psychological capital, and have some implications for family parenting. It also provides critical theoretical and practical guidance for schools to emphasise the use of positive cognitive-emotional regulation and the development of students' psychological capital levels in teaching and learning, thereby improving individual life satisfaction further. These findings highlight the importance of considering emotion regulation strategies and psychological capital when determining students' life satisfaction, and ensuring a healthy family environment.

STUDY ON THE INFLUENCE OF INTELLIGENT TEACHING MODE BASED ON EMOTION REGULATION ON THE TEACHING QUALITY OF AGRICULTURAL METEOROLOGY

BackgroundThe traditional teaching mode ignores the dominant position of students' learning and damages students' learning initiative. In addition, students have rich knowledge acquisition channels, the traditional way of knowledge transfer can not meet the needs of students, and the traditional teaching effect is not obvious. Therefore, a new teaching mode is urgently needed to improve this situation. The emergence of intelligent teaching mode improves the disadvantages of traditional teaching mode to a certain extent, effectively realizes the flipped classroom, and better reflects the status of students as learning subjects. At the same time, teaching must help students adjust their emotions.Research Objects and MethodsInvestigate the impact of intelligent teaching mode on the teaching quality of agrometeorology, and analyze the achievements in forestry, ecology, soil and water conservation and desertification control. This paper analyzes the plant protection under the traditional classroom teaching mode and the plant protection under the intelligent teaching mode. In terms of scientific teaching methods, intelligent teaching tools are combined with rainy day classroom and pad classroom (demonstration, assimilation and discussion). Then investigate students' cognition of intelligent teaching mode. In order to verify that teaching can only affect students' emotional aher behavior, this paper will also use and evaluation methods to evaluate the Cognitive Emotion Regulation Questionnaire. The questionnaire revised by Dong guangheng and others is adopted, with a total of 36 items. The five-level scoring method is adopted, and 1-5 points are given successively from “completely inconsistent” to “fully consistent”. It includes 9 subscales (4 items each), which are divided into adaptive cognitive emotion regulation strategies (acceptance, active Refocus, refocus planning, positive reappraisal and rational analysis) and non adaptive cognitive emotion regulation strategies (self blame, meditation, disaster and blame others), The higher the score of each subscale, the more individuals tend to use this cognitive emotion regulation in the face of negative events.ResultsThe intelligent teaching mode is helpful to improve the teaching quality of agricultural meteorology and effectively make up for the shortcomings of the traditional classroom teaching mode. The final paper score, experimental score and final total score are higher than those in traditional classroom; 83.04% of the students affirmed the application of intelligent teaching mode in agrometeorology teaching. The post hoc comparison of negative emotion regulation strategies found that for cognitive reappraisal, the high group was significantly higher than the subthreshold (P <. 05) and (P <. 001), but there was no significant difference between the subthreshold low group and the high group (P >. 05); For cognitive immersion, the high group was significantly lower than the subthreshold low group (P < (P <. 001), and the subthreshold was also significantly lower than that of depressed adolescents (P <. 05).ConclusionThe intelligent teaching mode constructs an interdisciplinary teaching platform for interactive teaching, maximizes students' learning time, enables students to make full use of their spare time to find academic literature and deepen their understanding of the classroom. Students listen and interact in a prepared, purposeful and confident way, which has greatly mobilized students' enthusiasm and initiative in learning and greatly improved classroom efficiency. Intelligent teaching mode can improve students' innovative ability, fully stimulate students' divergent thinking, improve students' awareness of autonomous learning, and promote mutual learning and friendship among students. It provides a platform for learning style ideas. It is a teaching mode that makes students have a real sense of acquisition and is actively recognized by students. Intelligent teaching mode realizes the information transmission and curriculum resource sharing among students, and changes the current situation of low utilization efficiency of information resources in traditional teaching. Strengthen the communication between students, enhance the sense of teamwork, and promote their cooperation and common learning. Intelligent teaching mode not only improves the teaching quality, but also enriches the teaching content, increases the amount of learning knowledge, improves students' learning initiative, meets students' thirst for knowledge, and can better transport learning talents for the society. Promote students' anxiety regulation in life events and cultivate students' all-round development.AcknowledgementThis research has been financed by Fujian Agriculture and Forestry University undergraduate education reform key project in 2020 “Reconstruction of teaching organization and reform of talent training mode of agriculture specialty under the background of new agriculture construction” (111420001) and Fujian provincial education reform project in 2021“Evaluation reformation of faculty teaching quality based on ‘PACD’ closing loop” (FBJG20200250).

Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder

BackgroundDifficulties with emotion regulation (ER) underlie emotional/behavioral challenges and co-occurring psychiatric symptoms in autism spectrum disorder (ASD), yet very little is known about the early development of emotion dysregulation. The present study aimed to identify differences in positive and negative emotional reactivity and regulation strategies in toddlers with and without ASD. MethodNine tasks from the Laboratory Temperament Assessment Battery (Lab-TAB) were completed with 37 toddlers with and without ASD (22–28 months). Video-recordings of these tasks were coded by research assistants using a behavioral coding scheme tapping facial, bodily, and vocal affect and the frequency of ER strategies. Mixed model analyses were performed to examine the mean affect and total regulation strategies across each task and t-tests were conducted to assess the types of ER strategies utilized. ResultsToddlers with ASD showed significantly less positive affect and greater frustration compared to non-ASD toddlers; reactivity was comparable between the groups for fear. Both groups used ER strategies in a similar pattern across tasks, with the exception that toddlers with ASD more often engaged in distraction to regulate. Effects of age and developmental level are discussed. ConclusionsToddlers with ASD were robustly characterized by greater frustration and lower joy despite frequent and age appropriate attempts to regulate their emotions. This study provides preliminary evidence that observable indicators of emotion dysregulation are present by two years of age. Clinical implications and future research directions are discussed.

COVID-19 and Its Lockdown in Belgium: How Limited Access to Environmental Satisfaction Impacts Emotions?

The COVID-19 pandemic has been shown to induce several psychological consequences (e.g., increases in anxiety and stress). Accordingly, it seems relevant to investigate how individuals cope with their emotions. Indeed, when facing negative emotions, individuals need to rely on adaptive emotion regulation strategies to alleviate their negative impacts (e.g., decrease in quality of life, increase in sleep disturbances). Moreover, lockdown’s measures led to a restriction of the access to activities which, in turn, might have decreased the “environmental satisfaction”. Then, this research investigates the pandemic’s psychological impacts on emotions and regulation strategies, intolerance of uncertainty, and environmental satisfaction. Our approach’s originality relies on comparing one’s actual psychological functioning (i.e., since the pandemic) to one’s general psychological functioning (i.e., before the pandemic). This study also assesses the relationships between both negative and positive emotions and (1) emotion regulation strategies, (2) intolerance of uncertainty and, (3) environmental satisfaction since the pandemic and its lockdown. The total sample comprised 948 adults from the general population. Results show that, since the pandemic, individuals experience higher levels of negative emotions, lower levels of positive emotions and environmental satisfaction. They also tend to worry less and to resort to acceptance more often. Also, environmental satisfaction is the most important predictor of both negative emotions and positive ones. Overall, findings confirm previous ones and seem to indicate that environmental satisfaction should be addressed more thoroughly.

Investigating the Relationships Between Reinforcement Sensitivity and Positive and Negative Emotion Dysregulation

Objective: The primary purpose of this study was to investigate the relationships between reward and punishment sensitivities and positive and negative emotion regulation strategies among university students. Methods: A total of 189 students of one of the universities in Tehran City, Iran, were selected by accessible random sampling. Then, the emotion regulation scale, attention control scale, experience questionnaire, emotional regulation questionnaire, positive emotion response questionnaire, and punishment and reward sensitivity questionnaire were distributed among them to collect data. The obtained data were analyzed in SPSS software v. 26 using the Pearson correlation and multiple regression analysis. Results: The Pearson correlation coefficient showed a significant relationship between punishment and reward sensitivity and positive and negative emotion regulation strategies. Multiple regression analysis showed that sensitivity to reward and punishment could predict positive emotion regulation strategies properly. Multiple regression analysis results indicated that sensitivity to reward and punishment could also predict negative emotion regulation strategies. Conclusion: Sensitivity to punishment and reward were significant and common factors in emotion regulation. These results show that activation as a technique plays a significant role in the behavior that enhances the individual’s search for reward. It suggests that this approach can increase reward-seeking and thus improve emotional regulation.

Investigating the relationship between sexual intimacy, emotion regulation and attachment styles

Background and objective: Marriage is an intimate relationship with authority and is undergoing transformation, therefore intimacy in marriage is different from the type of relationship experienced between mother and child. The purpose of this research is to investigate the relationship between sexual intimacy, emotion regulation and attachment dimensions in married people. Methods: The research method is cross-sectional correlation. The statistical population of the current study includes all married men and women living in Tehran province, which was selected using available sampling method. The data were obtained using the close relationship experience questionnaire (Brennen, Clark and Shaver, 1998), the cognitive regulation of emotion questionnaire (Garnefsky, Kraij and Spinhaven, 2002) and Bagaroosi's intimacy needs questionnaire (2001). The data were analyzed by mean, standard deviation, correlation coefficient and multivariate regression and SPSS 21 and AMOS statistical software. Results: The results showed that there is a significant relationship between the dimensions of anxious attachment and intensity of sexual need (r=0.167, P&lt;0.01) and sexual participation (r=0.157, P&lt;0.01) in married people. There is. The relationship between the dimensions of avoidant attachment and sexual intimacy in the sexual need satisfaction component was significant (p&lt;0.01, r=0.155). The correlation between anxiety style and negative emotional regulation strategies was significant (r=0.132). But there was a significant correlation between the dimension of avoidant attachment and positive emotional regulation (r=0.237). Sexual intimacy and positive emotional regulation were also related (r=0.174). Conclusion: It can be concluded that both dimensions of attachment are correlated with sexual intimacy, but there is no significant correlation between emotional regulation and attachment styles.

Personality and pain intensity in rheumatoid arthritis patients: The mediating role of pain catastrophizing and cognitive emotion regulation strategies

Rheumatoid arthritis (RA) is an inflammatory and progressive disease, the most important symptom of which is chronic pain. In this study, we aimed to investigate the relationship between personality facets and pain intensity through the mediating role of cognitive emotion regulation strategies and pain catastrophizing in 204 patients with RA. The revised NEO personality inventory, short form of cognitive emotion regulation questionnaire (CERQ-short), the pain catastrophizing scale (PCS), and the short form of the revised McGill pain questionnaire (SF-MPQ-2) were used to measure the variables. The results showed that the model examination presented a good fitness of the proposed theoretical model. According to paths analysis, among personality facets, neuroticism was significantly associated with pain intensity directly, and it also had significant indirect effects on pain through negative emotion regulation strategies and pain catastrophizing. Meanwhile, the indirect effect of agreeableness on pain intensity through pain catastrophizing was in an opposite direction. There were no meaningful indirect associations between other personality facets and pain. Consequently, recent research reaffirming that change can occur on these mediating cognitive factors gives great promise that such a modification in this context by considering patients' personalities could help reduce suffering from pain in these patients.

EMOTIONAL REGULATION ON NEGATIVE AFFECT AND AGGRESSION: A REVIEW

Abstract: The frustration-aggression theorists generally posit aggression based on the influence of negative emotion or affect. Recently, investigation on the principles that influence the tendencies for aggressive responses play out in the mediating pathway, with the context that negative affect may or may not directly lead to aggression. Within the exploration at modifying the frustration-aggression concept, emotional regulation is an identified mechanism that buffers aggression resulting from negative emotional experiences. In turn, this has challenged the traditional frustration-aggression theory that indicates frustration (negative affect) does not always lead to aggression, in the case where the intense emotion from the relevant external situation has a chance to be modulated. However, little studies have documented the role of emotional regulation on negative affect and aggression. Therefore, this paper presents the nature of negative affect and emotional regulation strategies on aggression, while relating their pathway based on the contemporary General Aggression Model (GAM). We utilised the Google Scholar as the database in locating the relevant articles, with the terms focused on “Emotional Regulation” AND “Negative Affect” OR “Negative Mood” OR “Negative Emotion” AND “Aggression”. Reviews on the past studies that have investigated the role of emotional regulation on the relationship between aspects of negative affect and aggression are also discussed. Emotional regulation has been consistently identified as an important mechanism that mediates the effect on negative emotional state on aggressive behaviours. Future studies are suggested to further investigate the inherent strategies of emotional regulation and taps into different forms of negative affect, besides anger, on aggression.

Psychometric properties of the Persian version of the Perth Emotional Regulation Competency Inventory

Background: The Perth Emotional Regulation Competency Inventory (PERCI) was designed to assess healthy and unhealthy behavioral responses to maladaptive conditions and stressful life events. The current study aimed to investigate the psychometric properties of the PERCI in a sample of Iranian students. Materials and methods: In order to evaluate the psychometric properties of PERCI, 379 (including 201 males and 178 females) students of Kermanshah University of Medical Sciences (KUMS) were selected using the available sampling method (between June 2018 and Feb 2019). Subjects completed the PERCI, Cognitive Emotion Regulation Questionnaire (CERQ), Difficulties in Emotion Regulation Scale (DERS), Penn State Worry Questionnaire (PSWQ), and the Beck Anxiety Inventory (BAI). Thereafter, Cronbach's alpha coefficient, convergent and divergent validity, as well as confirmatory factor analysis, were performed using Lisrel (version 8.5) and SPSS (version 25) software packages. Results: The participants' mean age was 25.31±7.26 years, and the majority of them (%53) were female. The result of internal consistency of the total score and its subscales using Cronbach's alpha was calculated to be in the range of 0.66-0.94. The results of factor analysis supported the eight-factor structure of the PERCI for positive (controlling experience, inhibiting behavior, activating behavior, and tolerating emotions) and negative (controlling experience, inhibiting behavior, activating behavior, and tolerating emotions) emotion regulation strategies in the sample of Iranian students (RMSEA=0.07, CFI=0.90, NFI=0.89). Furthermore, the results pointed out that the positive factors of the PERCI had a positive and significant relationship with positive cognitive emotion regulation strategies (P&lt;0.05), and it displayed a negative and significant correlation with difficulties in emotion regulation, anxiety, and worry (P&lt;0.05). Conclusion: In general, the results of the present study indicated the appropriate psychometric properties of the Persian version of PERCI. This inventory can be used in treatment interventions and future studies to access adaptive and maladaptive reactions.

The Mediating Role of Cognitive Emotion Regulation in the Relationship Between Childhood Trauma and Fear of Happiness

Background: Although the relationship between childhood trauma and fear of happiness (FOH) is well-documented, little attention has been paid to the mediating factors of this relationship. Objectives: This research aimed to investigate the mediating role of cognitive emotion regulation in the relationship between childhood trauma and FOH. Methods: Three hundred and seventy-eight students participated in this descriptive correlational study. The participants were selected by the convenience sampling method among all the students of the Islamic Azad University of Kashmar during 2017 - 2018. Data were collected by the Cognitive Emotion Regulation questionnaire (CERQ), the Childhood Trauma questionnaire (CTQ), and Fear of Happiness scale (FHS). All data were analyzed using structural equation modeling (SEM). Results: The relationship between childhood trauma and FOH is mediated by cognitive emotion regulation. The fitness rates of the indices of GFI, CFI, NFI, IFI, NNFI, AGFI, RFI, and RMSEA were equal to 0.90, 0.96, 0.94, 0.96, 0.95, 0.87, 0.93, and 0.074, respectively. Conclusions: The findings of this study supported the proposed conceptual model in which the relationship between childhood trauma and FOH was mediated through positive and negative cognitive emotion regulation strategies. Therefore, it is necessary for psychologists and other specialists to pay attention to these variables.