Negative Emotional Experiences Research Articles

Characteristics of Students Engaged in Spontaneous Problem-Posing

Spontaneous problem posing is a basic concept of spontaneous mathematical thinking and science learning. Students generate problems without systematic encouragement and pose problems based on the student's desire to develop their skills. As a result, they can serve as important markers of constructive mathematical and science engagement, particularly affective engagement, for problem solvers and their classroom communities. We used a qualitative approach to analyze student characteristics, especially in the affective domain, when presenting random problems. We used an observational approach and experience sampling in each class to observe students' engagement in spontaneous problem posing both individually and in groups. The findings revealed that each student showed different characteristics when presenting problems suddenly (spontaneous problem posing). The submission of the first subject problem was categorized as problem-as-exercise, satisfying the characteristics of spontaneous originality, where constructive emotional experiences impressed more on the teacher, while negative emotional experiences impressed more on oneself (self), classmates, and mathematical activities. The submission of the second subject problem is classified as a problematic problem, fulfilling the characteristics of spontaneous originality. Negative emotional experiences are more visible in me (myself), while constructive emotional experiences are more visible in teachers, classmates, and math activities

Perceived effects of teleworking on adaptive performance: a moderated mediation model of leadership effectiveness and negative affect

PurposeDrawing on the conservation of resources theory, this study aims to explore how individuals’ perceptions of telework effects associate with their adaptive performance by shaping their negative emotional experiences, with perceived leadership effectiveness acting as a critical moderator in this relationship.Design/methodology/approachA cross-sectional design was used, with data collected from a final sample of 209 teleworkers via an online survey.FindingsThe results demonstrated a significant indirect effect of the perceived effects of teleworking on adaptive performance through negative affect. Furthermore, leadership effectiveness moderated the indirect effect, in a way that the indirect effect was only significant for those who had ineffective leaders and moderate effective leaders; therefore, the indirect effect was strengthened for those who had less effective leaders (versus effective leaders).Originality/valueThis study examines the positive link between teleworking perceptions and adaptive performance through the reduction of negative affect, in line with the conservation of resources theory. Moreover, a reduction in negative emotions among employees during telework is associated with enhanced performance. Notably, the study reveals that leadership effectiveness moderates this connection as playing a crucial role in moderating these effects, particularly when leaders are perceived as less effective, offering insights for organizations considering telework strategies.

A Qualitative Concept Elicitation Study to Understand Patient-Reported Symptoms and Impacts of Neisseria gonorrhoeae Infections in the United States.

Gonorrhea is the second most common bacterial sexually transmitted infection in the United States, with rising rates. Emerging antimicrobial resistance threatens public health, and vaccines are in development. This study documents patient-reported gonorrhea symptoms and health-related quality-of-life (HRQoL) impact in women who have sex with men (WSM), men who have sex with women (MSW), and men who have sex with men (MSM). Semistructured qualitative interviews were conducted (April 2021-March 2022) among US adults with recent (≤6 months) confirmed gonorrhea. Concept saturation was achieved, confirming adequate participant numbers to meet objectives. Elicited symptom and HRQoL impacts were used to develop a conceptual disease model. Common patient-reported outcome measure (PROM) items were compared with elicited concepts. Thirty-two participants (15 WSM, 8 MSW, and 9 MSM) were included. Eight were asymptomatic, 6 had repeat infections, and 5 women and 4 men had complications (i.e., infertility or pelvic inflammatory disease, and urethritis, respectively).The most frequently reported symptoms were vaginal discharge (n = 11 of 12), dysuria (n = 10 of 12), and abdominal/vaginal pain (n = 9 of 12) for symptomatic WSM; dysuria (n = 5 of 6) and penile discharge (n = 4 of 6) for symptomatic MSW; and throat, testicular, or rectal pain (n = 4 of 6) for symptomatic MSM. All (symptomatic and asymptomatic) participants reported HRQoL impacts including negative emotional experiences (n = 31 of 32), and interference with sexual activity (n = 30 of 32), relationships (n = 24 of 32), and social life (n = 17 of 32). Concepts were poorly represented in existing PROMs. Participants reported a diverse range of symptoms and HRQoL impacts, to help inform the value of new treatment and prevention options. More research is needed to quantify patient burden and develop PROMs.

How Do College Students Perceive Their Partner Responds to Them When They Refuse Sexual Activity?

Refusal communication is a dyadic process, with one person communicating a refusal and another person responding. To enhance our understanding of this process, we surveyed college students to assess their interpretation of their partners' responses when they declined vaginal-penile sexual activity. In an online survey, participants were prompted to describe their partners' reactions when participants refused their partner's vaginal-penile sex initiation. Through content analysis, three themes were present: (1) partner accepted the refusal, (2) partner experienced negative emotions, (3) partner ignored their refusals. Participants frequently reported their refusals were accepted. Sexual assault prevention initiatives should work to normalize refusal communication.

Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions

Based on Pekrun's (2006) control-value theory (CVT) of achievement emotions, we investigated the antecedents of school teachers' emotions. We hypothesized that teachers' perception of positive leadership at school as assessed via PERMA-Lead, a leading style grounded in positive psychology, would lead to teachers' experiences of high positive and low negative teaching emotions. According to CVT, those relations should be mediated by teachers' perceptions of control and value of their work at school. We could confirm this mediation hypothesis based on a sample of n = 446 teachers. Implications for research and practice are outlined.

Buffering effect of fiction on negative emotions: engagement with negatively valenced fiction decreases the intensity of negative emotions

ABSTRACT Previous research has investigated how the context of perception affects emotional response. This study investigated how engagement with perceived fictional content vs perceived everyday-life content affects the way people experience negative emotions. Four studies with an experimental design tested how engagement with perceived fictional content vs perceived everyday life content affects the intensity of negative emotional response to negative emotional content, the motivation to decrease negative emotions, and cognitive reappraisal. Participants were presented with negatively valenced images and were asked to imagine either that they were witnessing them, or that a bystander was witnessing them, or that they were viewing a movie including these scenes. After the manipulation, all participants observed a different set of negatively valenced images or a set of negatively valenced videos and reported their emotional response. We found that the intensity of negative emotions and motivation to decrease them was lower among participants in the fiction condition compared to participants in the everyday life condition. Although perspective-taking had a similar effect on negative emotions, fiction condition was more successful in decreasing negative emotions. This might indicate that fiction plays a buffering role in decreasing the negative emotions people experience when facing negative emotional content.

Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden

AimTo explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence.BackgroundEmotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts.DesignA longitudinal descriptive study.MethodsBy using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified.ResultsStudents self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge.ConclusionNursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

Examining the relation between emotional experiences and emotional expressions in competitive tennis matches.

Emotions consist of different components such as the emotional experience, physiological reactions, action tendencies, or emotional expressions. Assessing the relation of these components may help to better understand the role of emotions in sport competitions. Based on the component process model of emotions, the goal of the present study was to assess the relation between emotional experiences and emotional expressions. Twenty tennis players (7 female) with an average age of 23.10 (SD = 4.88) were taped during competitive tennis matches. Thereafter, in individual meetings, after having watched themselves on the footage at pre-selected points, the players had to indicate whether, immediately after the end of a rally, they had a positive or a negative emotional experience and, in case they had one, rate its intensity. Moreover, based on their observable behavior, the players were also asked to state whether they could recognize a positive or a negative emotional expression and, in case they recognized one, rate its intensity. The occurrence of emotional expressions was additionally rated by two external coders. Using multilevel models, separate analyses were conducted for positive emotions after won points and negative emotions after lost points. For both positive and negative emotions, the results indicated a positive correlation between emotional experiences and emotional expressions. Moreover, the intensity of emotional experiences could predict the occurrence of an emotional expression rated by both the players or external coders. These insights into the relation between emotional experiences and emotional expressions may help players to more effectively regulate their emotions.

The exogenous model of psychotic experience induced by novel psychoactive substances: A clinical overview

The previous two decades have been marked by profound societal transformations, including ongoing developments in the illegal drug market and the emergence of numerous novel psychoactive substances. Nevertheless, a comprehensive understanding of the diverse clinical presentations of psychopathological conditions, particularly within the domain of psychotic symptoms, remains deficient. In this clinical overview, our aim is to provide a detailed analysis of the psychotic manifestations induced by various substances. Exogenous psychoses may present with visual hallucinations, delusional perceptions, and paranoid ideation, frequently accompanied by an ego-dystonic experience that deviate from an individual's customary self-identity. Variations in the presentation of symptoms are also influenced by the specific pharmacological pathways with which the substance interacts. Visual hallucinations characterized by vivid colours and associated with positive or negative emotional experiences are most frequently linked to the serotonergic pathway. Paranoid ideation and auditory hallucinations are primarily associated with the dopaminergic pathways. Dissociative responses, often characterized by feelings of derealization and somatopsychic depersonalization, are typically elicited through glutamatergic pathways. Lastly, the endocannabinoid pathways are associated with anxiety-related psychosis-like states, ideas of reference, grandiose delusions, and paranoid delusions.

Enhancing self-management of patients with inflammatory bowel disease: the role of autonomy support in health goal pursuit.

Inflammatory bowel disease (IBD) is a chronic condition that significantly affects patients' physical, mental, and social health, as well as their overall quality of life. Effective management of the disease demands self-management skills, enabling patients to navigate the daily challenges associated with IBD, such as unpredictable flare-ups, frequent hospitalization, severe symptoms, pain, and physical changes. This study examines the motivational aspects of self-management for patients with IBD and focuses on the role of autonomy and directive support from healthcare professionals in enhancing their self-concordance and self-efficacy. From November 2022 to February 2023, a cross-sectional questionnaire study was conducted at the IBD Center of Internal Medicine Clinic in Szeged, Hungary. A total of 374 adult patients with IBD completed the paper-pencil questionnaire, of whom 241 patients (64.4%) had Crohn's disease, and 133 patients (35.6%) had ulcerative colitis. Based on the findings of the path analysis (χ2 (8) = 18.914, p = 0.01, comparative fit index = 0.935, TLI = 0.837, root mean squared error of approximation = 0.06), autonomy support positively predicted self-concordance (β = 0.48) and self-efficacy (β = 0.02), particularly during disease relapse. In addition, self-concordance and self-efficacy predicted more positive (βs = 0.28 and 0.35) and fewer negative emotional experiences (βs = -0.09 and -0.20). The model's associations varied between the relapse and remission groups, indicating distinct impacts on different states of the disease. Overall, autonomy support from healthcare professionals has been shown to enhance self-management in patients with IBD, particularly during disease relapse. Meanwhile, self-concordance and self-efficacy act as positive internal factors, thus reducing negative emotional experiences, especially during remission. In sum, this study underscores the need for further exploration of the motivational aspects of self-management and provides insights into developing interventions that promote the health behaviors of patients with IBD.

The Impact of ICT Usage on Older Adults Residing in Institutional Settings Amidst the Coronavirus Disease Pandemic - Enhancing Emotional Experiences

The proportion of older adults is increasing every year in Slovenia and in developed countries. Older adults living in institutional settings have been faced with several measures intended for the containment of the spread of the coronavirus disease that have increased social isolation and feelings of loneliness. ICT has positive effects on the quality of life and well-being of older people as it mitigates the effects of social isolation. With the research, we wanted to find out how measures to contain the coronavirus disease affect the self-assessment of the experiencing of emotions in older adults living in an institutional environment. We chose a quantitative research method. 128 older adults who met the inclusion criteria participated in a non-random, casual sample. We collected the data using a questionnaire. We used a standardised and validated SPANE positive and negative emotion scale. Based on the research, we conclude that there are statistically significant differences with a risk of less than 5% between male and female residents in experiencing two positive emotions: kindness (p = 0.011) and happiness (p = 0.044) and also for two negative emotions: sadness (p = 0.001) and anger (p = 0.039). In the self-assessment of the experience of negative emotions among residents living in an institutional environment, we note that negative emotions among residents in the age groups up to 80 years and 81 years and older differ statistically significantly in one negative emotion, i.e., sadness (p = 0.002). We do not find statistically significant differences between religious and non-religious residents. Health and social workers working with the older adults need to pay more attention to the use of ICT in the future, because we find that the use of ICT has different effects on the experience of emotions.

It’s Complicated: Examining Connections Between Emotions and Career Stages Among Physical Educators

Background: Physical education (PE) is a marginalized profession that is socially and emotionally demanding. PE teachers are prone to early career attrition, isolation, and burnout as a result of negative emotional experiences. While these outcomes are customary, little is known about how teachers’ emotions change across their careers. The purpose of this study was to explore the relationship between PE Teacher Career Stages and their emotional experiences. Methods: Participants included 31 in-service PE teachers (Mage = 44.70 years, SD = 9.48; M = 15.87 years of teaching) from the United States. Inductive and deductive analyses were used to evaluate the interview data. Results: Themes included: (a) teachers identify within multiple stages/emotions, (b) stakeholder agendas cultivate negative emotions, and (c) the aftermath of the pandemic as a catalyst for frustration. Conclusion: Teachers’ emotions are complex and multidimensional. Exploring teachers’ emotions within different career stages may help prevent early career attrition and increase job satisfaction.

The Relationship Between The Attitudes of Teaching Profession, Life Satisfaction, Possible Selves and The Emotional States of Pre-Service Teachers

In this study, the relationship between pre-service teachers' attitudes towards the teaching profession, their life satisfaction, possible selves and emotional states were examined. This study, in which the quantitative research approach was adopted, was carried out with the relational survey model and was realized with the participation of 685 pre-service teachers. Data were collected in the 2021-2022 Academic Year. Personal information form, “Attitude Scale Towards Teaching Profession”, “Life Satisfaction Scale”, “Pre-service teachers' Possible Self Scale” and “Emotional State Scale” were used as data collection tools. As a result of the analyzes, it was seen that there was a positive and significant relationship between the attitudes of pre-service teachers towards the profession and their life satisfaction, expected possible teacher selves and emotional states. Accordingly, the more the teaching profession is loved and the more it satisfies the teacher, the more it can improve the quality of life in a positive way. In addition, a negative relationship was found between the pre-service teachers' life satisfaction and feared potential teacher selves, and a positive relationship was found between their life satisfaction and emotional states. This result suggests that there is a link between pre-service teachers' overall life satisfaction and their concerns about future teacher roles and responsibilities. Another result of this study is that there is a positive relationship between the pre-service teachers' emotional states and their expected potential teacher selves, and a negative significant relationship between their emotional states and feared possible teacher selves. This result means that pre-service teachers' feared potential teacher self-perceptions may become stronger when they evaluate themselves negatively, have concerns about their professional future, or have negative emotional experiences. According to the results of this study, it is understood that pre-service teachers' attitudes towards the profession are related to both their self-esteem as a teacher and their perception of professionalism.

유아기 자녀를 양육하는 어머니의 모-자녀 애착 인식에 관한 주관성 연구

Objectives The purpose of this study is to explore perceptions of mother-child attachment in mothers with preschoolers. This study aims to classify types of perception and investigate their characteristics using the Q methodology.
 Methods To this end, 145 statements were created through literature analysis and in-depth interviews, and 40 statements were selected among them to create Q-sample. A total of 33 Korean mothers raising their firstborn or only child were chosen as the P-sample, and Q-sorting was conducted. Subsequently, the analysis was conducted using the QUANL Program.
 Results The study results were classified into five types. Type 1 was ‘affectionate and intimate positive emotional attachment type’, characterized by expressing love to their children and fostering positive emotions. Type 2 was ‘ambivalent emotional attachment type to the maternal role’, where mothers prioritize their children over themselves due to their maternal role but experience negative emotions. Type 3 was ‘confused and negative insecure attachment type’, displaying negativity towards themselves as parents and their children. Type 4 was ‘autonomous relationship attachment type that respects children's initiative’, acknowledging and supporting their children's proactive exploration of the world. Type 5 was ‘authoritative relationship attachment type’, characterized by a good understanding of their children, enjoying the relationship, and setting clear rules and boundaries.
 Conclusions The results of this study have research value in that they investigate and categorize the subjective thoughts of mothers who are raising preschool-aged children regarding attachment. It is expected to be used as basic data for parenting counseling and educational program development for mothers with preschool children.

A Qualitative Study on Korean Mothers’ Dysfunctional Beliefs and Meaning Structures Regarding Their Experiences With Infant Sleep Problems

Objectives: One of the causes of infant sleep problems is excessive parental intervention at bedtime based on parental dysfunctional beliefs about infant sleep, which varies depending on the culture. This study aimed to identify the content of dysfunctional beliefs related to infant sleep problems among Korean mothers.Methods: Participants were 10 Korean mothers with infants aged 6 to 36 months. In-depth interviews were conducted to identify the infant sleep problems being experienced and the content of accompanying attitudes and dysfunctional beliefs. Individual in-depth interviews were conducted with the researcher based on a semi-structured manual. A qualitative analysis to identify dysfunctional beliefs was conducted based on phenomenological methods.Results: The meaning structures of dysfunctional beliefs held by Korean mothers who experienced infant sleep problems were divided into six categories, namely, “unable to fall asleep without the mother,” “various inferences about the cause of sleep problems,” “mother’s effort and sacrifice are required,” “concerns about child development,” “experience of fatigue and negative emotions,” and “mother’s experience of sleep disturbance.”Conclusions: Korean mothers reported similar results as previous studies in that they implemented strategies that interfered with infant sleep based on dysfunctional beliefs about their infant’s sleep problems. These behaviors subsequently increased the possibility of maintaining sleep problems for their infants and themselves.

Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students

Students experience stress because of difficult and demanding situations, which are related to metacognitive abilities and emotional control techniques. College students experience negative emotions frequently, which affect their capacity for metacognition. The purpose of the study was to examine the relationship between college students' perceptions of stress, metacognition, and emotional control. 226 college students in all, ranging in age from 18 to 35, participated in the cross-sectional study (M = 24.8, SD = 4.87). Participants completed a sociodemographic form, the Perceived Stress Scale, the Emotional Regulation Questionnaire, and the Metacognitive Awareness Inventory. The study's findings showed that the majority of participants experienced moderate stress (Male= M = 32.4, SD = 5.3, Female= M = 28.7, SD = 4.9), and male students reported less mastery of metacognitive processes than female students. Additionally, a negative link between perceived stress and emotional regulation was discovered, suggesting that a low degree of emotional regulation was associated with a high level of stress. The findings further showed that higher levels of stress were associated with weaker metacognitive capacity and lower use of reappraisal as an emotional regulation method, respectively (r(224)=-.182). These results demonstrated a relationship between perceived stress, metacognitive abilities, and emotional regulation that might have significant consequences for supporting and promoting college student performance.

Chinese Mothers' Reactions to Adolescents' Positive Emotions: Relations to Adolescents' Emotional Adjustment and Mothers' Socialization Goals.

When adolescents have positive emotions, parents' reactions that enhance or dampen the intensity or duration of adolescents' emotions have been documented to play a critical role in adolescents' emotional adjustment in Western societies. These parental reactions are theorized to be culturally embedded parenting practices in the emotion socialization process. However, research is limited in examining the implications of parents' enhancing and dampening reactions for adolescents' emotional adjustment in non-Western societies. Moreover, it remains to be explored how these parental reactions might be guided by parents' culturally shaped socialization goals for adolescents, and further influence adolescents' adjustment. To address these key issues, a two-wave longitudinal study spanning approximately 1.5 years was conducted among adolescents in China (N = 233; Mage = 12.19 years, SD = 0.60; 48% girls). Based on adolescents' reports, it was found that Chinese mothers' enhancing reactions to adolescents' positive emotions, which were related to their greater endorsement of self-development socialization goals (i.e., wanting adolescents to develop confidence, autonomy, and uniqueness), predicted adolescents' increased emotional well-being (i.e., self-esteem, vitality, and experience of positive emotions) and decreased emotional ill-being (i.e., depression, anxiety and experience of negative emotions) over time. Contrastingly, mothers' dampening reactions to adolescents' positive emotions, which were related to their less endorsement of self-development and greater endorsement of filial piety socialization goals (i.e., wanting adolescents to respect and obey parents), predicted adolescents' decreased emotional well-being over time. The findings broaden the cultural understanding of parents' emotion-related socialization practices, and provide insights into practical endeavors at optimizing parents' reactions to adolescents' positive emotions in culturally sensitive ways and ultimately promoting adolescents' mental health.

Classroom emotions in civic education: A multilevel approach to antecedents and effects

BackgroundClassroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. AimsWe aimed to examine antecedents and effects of emotions in civic education through the lens of the control-value theory. Specifically, we investigated the classroom climate during discussions of political and social issues as an antecedent of students’ enjoyment, shame, anxiety, and boredom, in addition to a possible mediation effect of these emotions on political knowledge and participation as core outcomes in this domain. SampleParticipants were 1162 students from vocational schools (grades 10–13). MethodsMultilevel structural equation modeling was used for the analysis. ResultsWe found a positive relation between an open classroom climate and enjoyment and negative relations with anxiety and boredom. No support was provided for the relation to shame. Enjoyment related positively, and all negative emotions (shame, anxiety, boredom) negatively to achievement on the knowledge test. All activating emotions (enjoyment, shame, anxiety) related positively to intended political participation. Furthermore, enjoyment mediated the association between classroom climate and intended political participation at the student level. ConclusionsThis study strongly supports the theoretical assumptions of the control-value theory. Pedagogically, the results imply that fostering a classroom context that is open to diverse opinions can prevent the experience of negative emotions and increase students’ experience of enjoyment.

Engaging adolescents’ negative emotional experiences as a resource for decision-making

In this study, youth participation in a participatory democracy project is examined at the intersection of the deontic and emotional order. The data are drawn from a yearlong participatory democracy project where 14–15-year-olds meet with politicians and public servants to decide on a vision for how the community should be in 2050. By analysing their interactions, the present study shows how adult community representatives elicit adolescents’ negative emotional experiences and transform these into deontic building blocks in the impending decision-making. The analysis shows how the transformation of adolescents’ negative emotional experiences casts the adolescents as emotional perceivers and deontic objects, a role they are shown to comply with. Furthermore, this sets up a proximal deontic order that, in turn, re-establishes a distal deontic order, both in which the adolescents’ positions are subordinated and regulated. Ultimately, by inviting youths to participate in the democracy project itself as well as eliciting their negative emotional experiences the politicians and public servants are shown to use the youths as emotional gearwheels in an already set larger deontic machinery.

HOW OFTEN AND WHY DO PEOPLE MANAGE THEIR EMOTIONS?: EMOTION REGULATION IN HEALTHY AGING AND MILD COGNITIVE IMPAIRMENT

Abstract Prominent theories of adult development suggest that individuals increasingly prioritize emotional goals and social relationships as they grow older. Accordingly, older adults are expected to invest more in maintaining their emotional well-being compared to younger adults. Prior work suggests that older adults may accomplish this goal by structuring their lives in ways that reduce the need to manage unwanted emotion. We tested the hypotheses that (1) older adults regulate their emotions less often in daily life compared to younger adults, and (2) when emotion regulation occurs, older adults are relatively more motivated by pro-hedonic and social concerns. Using experience sampling (7x/day for 9 days), we assessed whether emotion regulation frequency and motives differ between younger adults (N = 70), cognitively normal older adults (N = 88), and older adults with mild cognitive impairment (MCI; N = 60). We found that older adults with and without MCI regulated their emotions less frequently than younger adults, even when controlling for mean levels of positive and negative emotional experience. However, there were largely no group differences in emotion regulation motives (i.e., why people wanted to manage their emotions). Future work is needed to explore how age-related differences in life contexts might contribute to less need for emotion regulation in relatively older adults. Less frequent regulation could be beneficial in terms of helping older adults preserve their more limited cognitive resources. The findings regarding motives add to growing research on aging which suggest maintenance or similarity in many emotion regulation processes across adulthood.