Emotion Regulation Research Articles

The phobic brain: Morphometric features correctly classify individuals with small animal phobia.

Specific phobia represents an anxiety disorder category characterized by intense fear generated by specific stimuli. Among specific phobias, small animal phobia (SAP) denotes a particular condition that has been poorly investigated in the neuroscientific literature. Moreover, the few previous studies on this topic have mostly employed univariate analyses, with limited and unbalanced samples, leading to inconsistent results. To overcome these limitations, and to characterize the neural underpinnings of SAP, this study aims to develop a classification model of individuals with SAP based on gray matter features, by using a machine learning method known as the binary support vector machine. Moreover, the contribution of specific structural macro-networks, such as the default mode, the salience, the executive, and the affective networks, in separating phobic subjects from controls was assessed. Thirty-two subjects with SAP and 90 matched healthy controls were tested to this aim. At a whole-brain level, we found a significant predictive model including brain structures related to emotional regulation, cognitive control, and sensory integration, such as the cerebellum, the temporal pole, the frontal cortex, temporal lobes, the amygdala and the thalamus. Instead, when considering macro-networks analysis, we found the Default, the Affective, and partially the Central Executive and the Sensorimotor networks, to significantly outperform the other networks in classifying SAP individuals. In conclusion, this study expands knowledge about the neural basis of SAP, proposing new research directions and potential diagnostic strategies.

Design considerations for future affective automotive interfaces: a review of self-regulation strategies to manage affect behind the wheel

Like inattention, dysregulated emotions can seriously distract motorists and disrupt their driving performance. The current review examined the literature on emotion regulation to find relevant strategies for managing intense emotions while driving a motor vehicle. Next, we considered whether those relevant strategies could be used to design future affective automotive interfaces. Results suggested that problem-solving, task-focused coping, mindfulness, and relaxation effectively regulate emotions while driving. These findings highlight that some strategies may be effective but costly to implement while driving (cognitive reappraisal and distraction), which need to be better understood before implementing them into automotive interfaces. Together, these findings suggest the potential benefits of embedding self-regulatory interventions in future automotive interfaces that can help maintain an optimal affective state to reduce distraction and improve safe driving.

Examination of the relationship between conflict resolution styles and marital satisfaction: the mediating role of emotion regulation difficulties

ABSTRACT The aim of this study is to examine the mediating role of emotion regulation difficulties in the relationship between conflict resolution styles and marital satisfaction in married individuals. A total of 706 married individuals, 234 men and 472 women, constitute the study’s working group. The ages of the participants ranged from 21 to 60, with an average age of 38.45. As a result of the analysis conducted within the scope of the study It has been found that positive conflict resolution, retreat and subordination conflict resolution styles are positively related with marriage satisfaction, while negative conflict resolution styles are negatively related with marriage satisfaction. The results show that positive conflict resolution, negative conflict resolution, retreat and subordination conflict resolution styles have a direct effect on marital satisfaction, but this effect does not disappear when emotion regulation difficulties is controlled, so emotion regulation difficulties play a partial mediator role.

Implementation of Mindfulness-Based Emotion Regulation Strategies: A Systematic Review and Meta-analysis

Implementation of Mindfulness-Based Emotion Regulation Strategies: A Systematic Review and Meta-analysis

A common neural response to perceiving but not implicitly regulating infant and adult affect in postpartum mothers

ABSTRACT The transition to parenthood requires parents develop caregiving behaviors, such as the ability to identify their infant’s emotions and regulate their own emotional response. Research has identified patterns of neural activation in parenting contexts that are interpreted as socioemotional processing. However, no prior research has directly tested whether mothers’ neural responses to their infant’s affect are the same as those involved in emotion perception/experience and regulation in other contexts. We employed conjunction analyses to clarify which components of mothers’ neural response to viewing their infant’s affect are shared with passively viewing and labeling adult affective faces (emotion perception/experience and implicit emotion regulation, respectively) in 24 mothers three months postpartum. Our results support a common neural response to viewing infant and adult affect in regions associated with emotion perception/experience (bilateral hippocampi, amygdalae, thalami, orbitofrontal cortex, and ventrolateral prefrontal cortex), but no areas of common response to viewing negative infant affect and implicitly regulating negative adult affect outside of the occipital lobe and cerebellum. This study provides corroborating evidence for shared neural patterns being involved in perceiving/experiencing infant and adult affect but not implicit regulation of infant and adult negative affect.

Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities

The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.

Psychometric Properties of the Persian version of the Heidelberg Form for Emotion Regulation Strategies (HFERST)

Background and Objectives: This study aims to measure the psychometric properties of the Persian version of the Heidelberg form for emotion regulation strategies (HFERST). Methods: In this study conducted from November to December 2022, participants were 333 people aged 18-60 years in Iran who were selected by a convenience sampling method. To evaluate the convergent and divergent validity of the Persian HFERST, the acceptance and action questionnaire-second edition, the difficulty in emotion regulation scale, and the depression, anxiety and stress scale were used. Reliability was assessed using Cronbach’s alpha and test-retest method. The data analysis was done in SPSSsoftware, version 25 and LISREL version 8.8. Results: The results of confirmatory factor analysis confirmed the 8-factor solution of the questionnaire. The Cronbach’s alpha coefficient for the subscales of rumination, reappraisal, acceptance, problem solving, suppression of emotional expression, suppression of emotional experiences, avoidance and social support were 0.88, 0.87, 0.90, 0.91, 0.84, 0.89, 0.92, and 0.90, respectively. In addition, the four-week test-retest reliability for the mentioned subscales were 0.83, 0.80, 0.85, 0.89, 0.80, 0.82, 0.86, and 0.91, respectively. Conclusion: The Persian HFERST is a reliable and valid scale for measuring emotion regulation strategies in Iranian samples.

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Can HRV Biofeedback Training Improve the Mental Resilience of Icelandic Police Officers?

High heart rate variability (HRV) is increasingly recognized as an indicator of a healthy regulatory system, reflecting the dynamic balance between sympathetic (SNS) and parasympathetic (PSNS) nervous system activity. According to the neurovisceral integration model, this balance is managed by the central autonomic network (CAN), comprised of specific brain regions involved in emotional, attentional, and autonomic regulation. HRV thus reflects the performance of the cognitive, affective, and autonomic regulation system. Numerous studies support the relationship between HRV and the CAN, including research on HRV biofeedback training (HRVBF). Studies on the effectiveness of HRVBF for professions such as police officers have shown improvements in self-regulation, decision-making, and performance. However, few studies have specifically explored HRVBF's influence on HRV metrics in police officers, highlighting a need for further research. This study addresses this gap by randomly assigning 27 Icelandic police officers to intervention or wait-list control groups. The intervention group underwent a five-week HRVBF program, including group and individual training sessions. Results showed significant increases in HRV metrics for the intervention group, indicating improved autonomic function and stress resilience. Mental resilience increased significantly as measured by subjective measures of attentional control, mindful awareness, and reduced fatigue. These findings support the efficacy of HRVBF in enhancing HRV and mental resilience for police officers, suggesting its applicability and potential for integration into existing training programs.

The Dialectical Difference: Evaluation of a Modified-Dialectical Behavior Therapy Group for Incarcerated Women in South Australia

Women in custody commonly report high rates of trauma, increased contact with mental health services, and have a significant history of mental illness. Over a 2-year period, we ran seven groups using a modified Dialectical Behavior Therapy (DBT) program at the Adelaide Women’s Prison, South Australia. Participants completed pre- and post-group measures to explore their DBT skills use, coping behaviors, and depression, anxiety and stress symptoms. We also completed post-group interviews. Quantitative and qualitative findings support the use of this modified DBT program to improve women’s coping skills, emotion regulation, mental health symptoms and self-reported behavior whilst in custody.

When Time Is the Enemy: An Initial Test of the Process Model of Patience.

The process model of patience attempts to reconcile disparate approaches to understanding patience. This investigation provides an initial test of the tenets of this new theoretical model, which positions impatience as a discrete emotion and patience as a targeted form of emotion regulation. In three studies with diverse samples (N = 1,401; data collected 2022-2023), participants responded to hypothetical scenarios designed to tap into familiar experiences of impatience. Regarding impatience, findings support our claim that impatience arises in response to the perception that a delay is unreasonable or unfair, and situational and intrapersonal characteristics emerged as predictors of impatience. Regarding patience, findings were consistent with the conceptualization of patience as driven more by intrapersonal than situational factors and revealed a set of individual differences that predicted patience. This investigation lends support to the process model of patience as a viable approach, generative of testable research questions, with implications for well-being.

Altered neural activities during emotion regulation in depression: a meta-analysis.

Deficient neural activities during emotion regulation have been reported in depression. We sought to conduct a meta-analysis to provide a comprehensive description of these neural alterations during use of emotion regulation strategies among patients with depression, including major depressive disorder (MDD) and bipolar disorder (BD). We identified neuroimaging studies of abnormal neural activities during emotion regulation in depression. We extracted the peak coordinates and effect sizes of differences in brain activity between patients and healthy controls. Using seed-based d mapping, we conducted voxel-wise meta-analyses of the neural activation pattern differences between the 2 groups across conditions involving emotion regulation and those where emotion regulation was not needed. We included 33 studies reporting 34 data sets, including 23 involving MDD (571 people with MDD and 578 matched controls) and 11 involving BD (358 people with BD and 369 matched controls). Overall, compared with controls, patients with depression showed hyperactivity in the insula and postcentral gyrus, and hypoactivity in the prefrontal part of the inferior, middle, and superior frontal gyrus, the middle temporal gyrus, and the supplementary motor area. In subgroup analyses, data from patients with MDD and studies focused on decreasing negative emotions or using the emotional strategy of reappraisal reported specific hypoactivity in the middle cerebellar peduncles. Given limited studies involving patients with BD, we were unable to detect the common and distinct abnormalities in neural activation between MDD and BD. We did not conduct any meta-regression analyses because of limited information. In this meta-analysis, we identified hyperactivity in brain regions associated with emotional experience and hypoactivity in brain regions associated with cognitive control during emotion regulation among patients with depression, relative to healthy controls. These findings could help indicate a target for future interventions aimed at increasing emotion regulation capacity for patients with depression.

Reciprocal Relationships Between Coping Strategies and Well-Being in Children and Adolescents

Abstract: Background: Not much is known about reciprocal prospective within-person effects between various coping strategies or between coping strategies and well-being in minors. Aims: Therefore, we used a random intercept cross-lagged panel model (RI-CLPM) with four-time points spaced 6 months apart to analyze how five coping strategies (seeking social support, problem-solving, avoidant coping, palliative emotion regulation, anger-related emotion regulation) were associated with each other and with well-being. Method: The sample comprised 702 minors. Their age at Time 1 was 10.30 years ( SD = 1.35; range: 8–14). Results: On the between-person level, problem-solving and palliative emotion regulation were positively related to well-being, whereas anger-related emotion regulation was negatively related. Among the coping strategies themselves, anger-related emotion regulation and problem-solving were positively correlated with seeking social support, and problem-solving and seeking social support were negatively correlated with avoidant coping. At the within-person level, avoidant coping was negative, and seeking social support was positively bidirectionally associated with well-being. Additionally, well-being positively influenced problem-solving, and seeking social support was positively and avoidant coping was negatively bidirectionally associated with problem-solving. Limitations: Due to the 6-month interval, statements are limited to only this time period. Furthermore, whereas we controlled for time-invariant covariates, we did not control for time-varying covariates. Conclusion: The findings underscore the importance of simultaneously examining different coping strategies along with well-being in a within-person design. Understanding the links between coping and well-being can contribute to the development and use of interventions promoting minors’ coping and well-being.

Neuroplasticity and Cocaine Exposure During Adolescence

The adolescent brain is particularly vulnerable to the effects of cocaine exposure due to ongoing neurodevelopment especially in areas that are crucial for cognitive and emotional regulation. This review explores the multifaceted impact of cocaine on neuroplasticity during adolescence, thereby highlighting both the immediate and long-term consequences of drug exposure. Key findings from recent studies indicate that cocaine use during adolescence leads to significant alterations in synaptic plasticity, dendritic spine morphology, and neurotransmitter systems, which may persist into adulthood and contribute to addictive behaviors. Additionally, the interaction between genetic predispositions, environmental stressors, and drug exposure is emphasized. The review also analyzed the risks of early-life stress and social isolation on cocaine-induced neuroplasticity, which can render anxiety-related behaviors and lead to neurological changes. Future studies should incorporate longitudinal design to understand the long-term trajectory of neuroplasticity induced by cocaine. This paper can provide some suggestions to the development of prevention and intervention programs for adolescents at risk.

Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students

School-based mindfulness programs (SBMPs) have gained global popularity. Yet, there is a need for more rigorous procedures to develop and assess them. This study aimed to address these limitations by examining the effectiveness of a Portuguese SBMP, called SER + FELIZ(mente). The final sample included 190 third and fourth-graders: 99 in the SBMP group and 91 in a wait-list group. Effects on attentional control, emotional regulation and wellbeing were examined in the short term (T2) and 6 months later (T3). We also tested the moderating role of age, gender, and baseline scores. Using a multilevel modeling approach, results showed a clear benefit of SBMP on emotional wellbeing at T2 but not T3. Despite SBMP students surpassing wait-list students in attentional control, cognitive reappraisal, and social wellbeing at T2, these effects were due to a levelling off among SBMP students, coupled with a decline among wait-list students from T1 to T2. These effects were moderated by age at T3. While universal improvements were limited, our SBMP seemed to have acted as a shield against school stressors (i.e., likely, test anxiety at T2). This opens a new avenue for research concerning the role of SBMPs in preventing (rather than repairing) mental-health issues in elementary students.

Family therapy and EMDR after child abuse and neglect: moderating effects of child attachment style and PTSD symptoms on treatment outcome

ABSTRACT Background: Effective and appropriate care and treatment for children in order to decrease the psychosocial problems that arose after experiencing child abuse and neglect (CAN) is of vital importance, given the severity of symptomatology that may develop. Objective: The purpose of the present study was to examine whether attachment style and core cluster Posttraumatic Stress Disorder symptoms acted as moderators for treatment outcomes of a new integrative treatment model for trauma and attachment. In this treatment model, family therapy is combined with EMDR and obstacles for trauma processing are tackled first. Method: we included children, ages 6–12 years, with a history of CAN, who did not respond to evidence-based trauma treatment. Target treatment outcomes were problems in attachment, posttraumatic stress symptoms, behaviour, and emotion regulation. We conducted a multiple-baseline ABC Single-Case Experimental Design (SCED). We categorized 12 participants into four groups of attachment style and core cluster PTSD symptoms: (1) non-disorganized & re-experiencing; (2) non-disorganized & avoidance/hyperarousal; (3) disorganized & re-experiencing; & (4) disorganized & avoidance/hyperarousal. We compared the four groups with each other and across time, and the interaction between groups and effect over time. We conducted non-parametric permutation tests and estimated q-values for false discovery rate control. Results: Children with a disorganized attachment style had more severe symptomatology in general, except for posttraumatic stress symptoms. The treatment appeared more effective in targeting and successfully treating children with a non-disorganized attachment style, and specifically children with a non-disorganized attachment style and re-experiencing as core cluster PTSD symptoms. Conclusion: Our study underlines the complexity of treating children who developed a complicated combination of symptomatology after CAN and calls for the continuous development of innovative interventions.

Role of Core Life Skills in Mitigating Academic Stress Among Students with Learning Disabilities

The increasing prevalence of academic stress among students with learning disabilities necessitates effective interventions to enhance their well-being and academic performance. This study investigates the role of core life skills in mitigating academic stress among these students using a convergent parallel design of mixed-methods approach. Quantitative assessments revealed significant negative correlations between academic stress and key life skills such as emotional regulation, self-awareness, problem-solving, and effective communication. Qualitative insights from students, teachers, and parents highlighted themes of increased confidence, better stress management, enhanced social skills, positive behavioral changes, improved academic performance, greater independence, and emotional stability. The study underscores the importance of integrating life skills training into educational programs for students with learning disabilities. Recommendations include developing practical life skills activities, comprehensive teacher training, engaging families in the training process, and continuous evaluation and refinement of the program. These insights provide valuable guidance for educators and policymakers to reduce academic stress and improve overall educational experiences.

Lifespan trajectories of negative and positive affect: A coordinated analysis of 14 longitudinal studies

Lifespan developmental theories suggest age-related shifts in motivation, cognition, emotion regulation, and stressor experience lead to changes in mean levels of negative and positive affect across the lifespan. The present research used coordinated data analysis to examine mean-level affective trajectories in 186,752 participants ranging from 11–104 years old across 14 longitudinal studies. Random-effects models were used to estimate meta-analytic effect sizes. On average, negative affect decreased until early older adulthood, and then remained stable throughout older adulthood. Meanwhile, positive affect remained stable across most of the younger and middle-aged adult lifespan, before starting its descent in later middle-aged adulthood and continuing to decline throughout older adulthood. Studies with older samples showed a clearer flattening effect of negative affect and steeper decline of positive affect in late-life relative to younger samples. These findings suggest that lifespan developmental affect trajectories are nuanced and not a direct inverse of each other.

Cognitive emotional regulation in physiotherapy students in Croatia

ABSTRACT Background Cognitive emotional regulation refers to a conscious or unconscious process that affects an individual's emotions and the physical and mental health of the individual. The aim of this study was to detect strategies of cognitive emotional regulation used by physiotherapy students in stressful situations. Methods The study was conducted from January to March 2022 and enrolled 372 students. An announcement was posted electronically on the web page of each physiotherapy study in Croatia, inviting students to participate in the study. Each participant provided written informed consent. The Cognitive Emotion Regulation Questionnaire was used in the study for detecting cognitive emotional strategies that students use in stressful situations. Statistical analysis of data included descriptive statistics of data groups where values were expressed as mean and standard deviation. The Kolmogorov–Smirnov test was used to test the normality of the distribution. To test the differences between two independent groups, the Mann–Whitney U rank sum test was applied, while the non-parametric Kruskal–Wallis test was used to test the differences of several subgroups of variables. Categorical variables were tested with Fischer's exact test or chi-square test. Results The most frequently used emotional cognitive regulation strategies are acceptance and positive reappraisal. There is a statistically significant difference in the use of self-blame (p < .001), rumination (p < .001) and blaming others (p = 0.018) in relation to gender. Also, there is a statistically significant difference in the use of acceptance (p = 0.022), rumination (p < .001) and blaming others (p = 0.049) in relation to the year of study. Conclusion Education of physiotherapy students to the use of adaptive strategies could have a positive effect on the students’ learning quality, their decision–making abilities and the quality of physiotherapy provided to patients. Encouraging physiotherapy students to engage in cognitively adaptive ways of thinking can serve as a solid method to help students in an academic and professional environment.

Research progress of acupuncture in improving pain emotion by regulating functions of anterior cingulate cortex

Pain emotion is a negative emotion caused by pain, which seriously affects the patients' physical and psychological health. The anterior cingulate cortex (ACC) is a key brain region in the occurrence and regulation of pain and painful emotion. In this paper, we summed up the relevant progress of researches on acupuncture improvement of pain emotion from neurotransmitters and receptors, cellular signaling pathways and neural circuits of ACC, in order to provide a basis for further research. 1) Acupuncture can regulate the long-term potentiation of ACC synaptic transmission by down-regulating the expression of N-methyl-D-aspartic acid receptor (NMDAR)； and up-regulating the expression of μ-, delta- and κ-opioid receptors, neuropeptide S (NPS)/ NPS receptor, and the number of parvalbumin-expressing interneurons to reduce neuronal excitability, relieving pain emotion； 2) Acupuncture can regulate synaptic transmission of ACC neurons by inhibiting protein kinase Mζ (PKMζ)-GluR1 and cAMP/PKA-ERK-CREB signaling pathways, and modulate synaptic plasticity to ameliorate pain emotion； 3) Acupuncture intervention induced inhibition of rostral ACCGlu-thalamic circuit may result in relief of pain emotion but not pain sensation, whereas inhibition of the rostral ACCGlu-ventrolateral periaqueductal gray matter(vlPAG) circuit may relieve pain sensation but not pain emotion. In addition, our team found that in the treatment of painful diseases by acupuncture, the addition of "spirit-regulating" acupoints can not only improve patients' negative emotion, but also significantly relive patients' pain sensation.