Emotion Regulation Strategies Research Articles

The relationship between cognitive emotion regulation strategies and emotional manipulation among health colleges students: a cross-sectional correlational study.

Emotional intelligence is commonly associated with career success. Employees with higher emotional intelligence tend to reap greater benefits. However, emotional manipulation has been reported as a dark side of emotional intelligence, which refers to the self-perceived ability to control the emotions and actions of others for self-benefit. Healthcare professionals with high emotional intelligence often improve the overall patient experience. However, their ability to manipulate emotions can have a detrimental impact on the quality of treatment. This cross-sectional correlational study assessed cognitive emotion regulation strategies (CER) and emotional manipulation among students of health colleges. Two instruments were used to collect the data: 1) the emotional manipulation scale and 2) the cognitive emotion regulation questionnaire. A total of 362 students from health colleges responded to the questionnaire. The students had a moderate tendency to use emotional manipulation (25.09 ± 6.79 out of 50). The most frequently used CER strategies included adaptive strategies such as positive reappraisal with a mean score of 7.45 ± 2.15 out of 10 and maladaptive strategies such as rumination with a mean score of 7.33 ± 2.23 out of 10. The emotional manipulation score had a small but statistically significant negative correlation with two adaptive CER strategies: positive refocusing (r = -0.146, p = 0.005) and focus on planning (r = -0.144, p = 0.006). This study sheds light on the relationship between CER strategies and emotional manipulation, suggesting that poor use of adaptive strategies is associated with emotional manipulation. This finding highlights the importance of designing interventional programs that improve the ability of health colleges students to regulate their cognitive and emotional responses, thus improving their overall well-being and performance as future healthcare workers.

Sister Outsider: Superwoman Schema, Emotion Regulation, and Psychological Distress Among Black College Women

Black women may adhere to the Superwoman Schema (SWS), which may be associated with psychological distress in particular contexts. Emotion regulation may be an important factor in understanding the relationship between SWS and psychological distress. In this cross-sectional study of 167 college Black women, we examined the relationship between dimensions of SWS and psychological distress. We also investigated if two aspects of emotion regulation, expressive suppression, and cognitive reappraisal, mediated these relationships. Findings indicated that all dimensions of SWS were positively associated with psychological distress. Expressive suppression mediated these relationships for all dimensions except for an obligation to suppress emotions and an obligation to help others. However, the intense motivation to succeed, despite limited resources, was positively associated with cognitive reappraisal, which was inversely associated with psychological distress. Findings underscore the complex nature of the Superwoman Schema and highlight the importance of understanding and addressing emotional regulation strategies in clinical settings to support Black women’s mental well-being effectively.

The influence of an emotion regulation intervention on challenges in emotion regulation and cognitive strategies in patients with depression

BackgroundPatients with depression struggle with significant emotion regulation difficulties, which adversely affect their psychological well-being and hinder recovery. Traditional therapeutic approaches often fail to adequately address these challenges, leading to a persistent gap in effective mental health care. This research seeks to address this gap by investigating the impact of emotion regulation skills training on patients with depression.AimTo assess the difficulties in emotion regulation among patients with depression and evaluate the impact of an emotion regulation skills training intervention on those with higher levels of emotion regulation difficulties, specifically focusing on increasing the use of adaptive emotion regulation strategies and reducing the use of maladaptive emotion regulation strategies.MethodA quasi-experimental research design was utilized, using three tools: a socio-demographic and Clinical Data structured interview schedule, Difficulties in Emotional Regulation Scale, and Cognitive Emotion Regulation Questionnaire. Eighty patients with depression were recruited to assess those with higher levels of emotion regulation difficulties; out of those with greater difficulties, 30 patients were chosen to participate in the emotion regulation skills training intervention.ResultThe 80 studied subjects' emotion regulation difficulties scores ranged from 158 to 169 (164.5 ± 3.21), and they indicated less use of adaptive cognitive emotion regulation strategies and more use of maladaptive cognitive emotion regulation strategies (56.07 ± 2.67). Regarding the intervention group, the overall mean score of the 30 patients’ emotion regulation difficulties decreased from 167.35 ± 2.21 pre-intervention to 105.85 ± 3.33 post-intervention (p < 0.0001). Cognitive emotion regulation total scores improved markedly from 54.07 ± 1.66 to 35.2 ± 3.46 (p < 0.01).ImplicationHealthcare providers should routinely assess emotion regulation difficulties in patients with depression and integrate personalized treatment plans that target individual emotion regulation difficulties.ConclusionThe findings suggest that the emotion regulation intervention has the potential to improve emotion regulation difficulties and cognitive emotion regulation strategies among patients with depression.

Perceived academic anxiety and procrastination among emergency nursing students: the mediating role of cognitive emotion regulation

Abstract Aim Explore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination. Design: A descriptive correlational design was used. Setting: This study was carried out in the faculty of nursing at the University of Alexandria. Sample: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021–2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic. Tools: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data. Results The study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test. Conclusion Based on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination.

Coping patterns associations with cognitive function in older adults.

Cognitive function may contribute to variability in older adults' ability to cope with chronic stress; however, limited research has evaluated this relationship. This study investigated the relationship between theoretically derived coping domains and cognitive function in 165 middle-to-older adults during the Omicron stage of COVID-19. Participants completed a clinical interview and self-report measures of health. The National Alzheimer's Coordinating Center Uniform Data Set neuropsychological battery was used to evaluate memory, language, executive function/speed, and working memory. Structural equation modeling evaluated the underlying factor structure of the Brief COPE adapted for COVID-19. The data supported the proposed second-order Approach factor comprised of Problem-Solving and Emotion Regulation (ER) strategies and a first-order Avoidance factor. Higher Avoidance was associated with greater depression symptoms, lower income and worse memory, executive function, working memory, and verbal fluency performance. Higher Problem-Solving was associated with better verbal fluency performance. ER strategies were not significantly associated with cognitive function. The use of Problem-Solving was not associated with less Avoidance. Greater use of Problem-Solving, ER, and Avoidance were all associated with higher levels of stress. Post-hoc analyses found that higher Acceptance was the only coping strategy associated with less stress. These findings demonstrate that older adults with worse cognitive function were more likely to use Avoidance during the pandemic, which could result in prolonged stress and adverse health consequences. Future research is warranted to investigate whether acceptance-based interventions reduce the avoidance and impact of stress on health in vulnerable older adults.

Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers

AbstractTeam teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related to an important facet of teacher well-being, namely their daily work engagement. This study aims to investigate the related factors (habitual emotion regulation, daily work engagement) of team teachers’ daily positive and negative emotions triggered by the team partner in the classroom. Forty-seven Austrian team teachers working in secondary education completed a daily diary study, consisting of 15 diary entries, measuring their habitual emotion expression and suppression strategies, their daily positive and negative affect and daily work engagement. Multilevel regression analyses were conducted. Results show that positive and negative affect and work engagement vary substantially within and between team teachers. Random-intercept fixed-slope multilevel models indicate that the habitual use of authentic display of positive emotions is associated with daily positive affect, and teachers’ daily positive and negative affect significantly relate to their daily work engagement both on the within- and between-person level. This study underscores the important role that team teachers’ emotional experiences play regarding their work engagement. We draw theoretical and practical implications for the role of emotions during team-teaching practices.

Predicting Children’s Sadness Management Based on Paternal Involvement in Parenting and Maternal Emotion Regulation in Students with Specific Learning Disabilities

Background: Current strategies used to control and manage children's emotions often overlook the crucial role of sadness management in their overall well-being. Objectives: This study investigated the relationships between paternal involvement in parenting and maternal emotion regulation with sadness management in students with specific learning disabilities (SpLDs). Methods: This cross-sectional study was conducted among fourth- and fifth-grade boys and girls with SpLDs and their mothers in Karaj, Alborz Province, Iran, during the 2021–22 academic year. A multistage cluster sampling method was employed to select 252 participants. Data were collected using the Children's Sadness Management Scale (CSMS), the Alabama Parenting Questionnaire (APQ), and the Cognitive Emotion Regulation Questionnaire (CERQ). Data analysis was performed using Pearson correlation and simultaneous regression in SPSS-27 software. Results:: Paternal involvement was positively correlated with children's sadness management (r = 0.47). Conversely, maternal maladaptive cognitive emotion regulation was negatively correlated with children's sadness management (r = -0.35). Additionally, a positive correlation was found between maternal adaptive cognitive emotion regulation and children's sadness management (r = 0.40). Paternal involvement and maternal cognitive emotion regulation together explained 52% of the variance in children's sadness management. Conclusions: Paternal involvement in parenting and maternal cognitive emotion regulation play a key role in improving sadness management in children with SpLDs. These findings underscore the importance of promoting healthy parenting practices that involve both paternal participation and effective maternal emotion regulation strategies to support children's ability to manage sadness.

The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context

ABSTRACT Although the sense of belongingness plays a major influence in fostering intrinsic motivation and psychological well-being, scant research attention has been given to English as a foreign language (EFL) learners’ belongingness in relation to peers and teachers and its outcomes in L2 learning contexts. Additionally, despite the importance of emotion regulation in L2 education, little is known about its role in mediating the impact of L2 belongingness on self-assessment of L2 proficiency in online L2 learning environments. Therefore, the present study used survey data to examine the associations between learners’ sense of class belongingness, their preferred emotional regulation strategies (reappraisal vs. suppression) and self-perceived English proficiency, in a sample of 191 Turkish EFL university students. Path analysis results indicated significant direct paths between social belongingness with peers and academic belongingness with teachers, respectively, and the emotional regulation strategy of reappraisal. Further analysis indicated a significant indirect association between social belongingness with peers and perceived L2 proficiency through the measure of reappraisal emotional regulation. There was also a significant indirect relationship via reappraisal between academic belongingness with teachers and perceived L2 proficiency. The results are discussed in connection with self-determination theory and social identity theory, and implications are drawn for teaching.

Ostracism and depression among Chinese adolescents: the role of maladaptive cognitive emotion regulation strategies and self-compassion

Ostracism and depression among Chinese adolescents: the role of maladaptive cognitive emotion regulation strategies and self-compassion

Daily Associations Between Sleep Parameters and Depressive Symptoms in Individuals with Insomnia: Investigating Emotional Reactivity and Regulation as Mediators

ABSTRACT Objectives Previous research suggests that insomnia and depressive symptoms might be causally related. Emotional reactivity and regulation have been proposed to explain the potential causal relationship between insomnia and depression. However, longitudinal evaluations of their mediating effects are limited. Hence, the current study aimed to examine the mediating effects of emotional reactivity and regulation on the longitudinal associations between daily sleep parameters and depressive symptoms over 14 days in individuals with insomnia. Methods Participants were sixty adults aged 18–65 who had clinically significant insomnia. They filled out a survey each morning and evening and wore actigraphy watches for 14 consecutive days. The five sleep parameters were measured by sleep diary in the morning survey (subjective total sleep time, subjective sleep efficiency, and sleep quality) and actigraphy watches (objective total sleep time and objective sleep efficiency). Emotional reactivity and emotion regulation strategy use during the day were assessed in the evening survey using the International Positive and Negative Affect Schedule Short Form, Emotion Regulation Questionnaire, and Cognitive Emotion Regulation Questionnaire. Depressive symptoms of the day were evaluated in the evening survey with the Center for Epidemiologic Studies Depression Scale. Results Results showed that sleep quality and depressive symptoms, as well as actigraphy-measured sleep efficiency and depressive symptoms, predicted each other in individuals with insomnia, mediated by negative reactivity but not emotion regulation. Conclusions The present findings support the mediating role of negative emotional reactivity in the bidirectional, daily relationship between sleep parameters and depression in individuals with insomnia.

The role of affective control, strategy repertoire and subjective emotion regulation success in developmental internalising psychopathology

Adolescence poses significant challenges for emotion regulation (ER) and is thus a critical phase in the emergence of various mental disorders, specifically internalising disorders such as anxiety and depression. Affective control, defined as the application of cognitive control in affective contexts, is crucial for effective ER. However, the relationship between ER and affective control is unclear. This study examined the predictive role of ER strategies and difficulties in affective control, measured as the congruency effect and error rate on an Emotional Stroop task (EST), in a sample of adolescents and young adults (aged 14–21, M = 17.28, 22% male). It was hypothesised that participants with internalising disorders would show higher congruency effects and error rates on the EST than healthy controls after a psychosocial stress induction, indicating lower affective control. Surprisingly, our findings revealed no significant differences in these measures between the groups. However, higher depression scores were associated with increased EST errors. While ER strategies and difficulties did not predict affective control, exploratory analyses unveiled associations between depression scores and ER strategy repertoire, perceived ER success and the ER strategy Acceptance. These findings underscore the importance of implicit ER facets, particularly perceived ER success and flexibility to change between applied strategies for adolescents and young adults with elevated depressive symptoms.

The association between expressive suppression and anxiety in Chinese left-behind children in middle school: serial mediation roles of psychological resilience and self-esteem

BackgroundLeft-behind children (LBC) have become a special population to be concerned due to the negative consequences of parental absence during their physical and psychological development in China. Expressive suppression (ES) is a response-focused emotion regulation and may be frequently used by LBC to suppress their emotions resulting in different forms of internalizing problems. The objective of the present study was to investigate the role of ES as an emotion regulation strategy on anxiety in Chinese left-behind children in middle school (LBC-MS) by considering the mediating role(s) of psychological resilience and self-esteem.Methods820 middle school students aged between 12 and 17 years from a middle school in Xiangtan, Hunan Province, participated in the study. Screen for Child Anxiety Related Emotional Disorders (SCARED), Emotion Regulation Questionnaire (ERQ), Resilience Scale for Chinese Adolescents (RSCA), and Rosenberg Self-Esteem Scale (SES) were administered. Variables measured using the above scales in left-behind children in middle school (LBC-MS) and non-left-behind children in middle school (non-LBC-MS) were compared, and descriptive statistics were used to present the overall characteristics. Then the PROCESS macro of SPSS was used to conduct regression-based statistical mediation for the data of 211 left-behind children.ResultsThis study revealed that LBC-MS had higher anxiety and ES scores and lower psychological resilience and self-esteem scores than non-LBC-MS (Ps < 0.01). ES was found positively associated with anxiety in LBC-MS and negatively associated with psychological resilience and self-esteem (Ps < 0.05 − 0.01). Specifically, both psychological resilience and self-esteem significantly mediated the association between ES and anxiety, accounting for 7.50% and 10.68%, respectively, of the total associations. Moreover, psychological resilience and self-esteem had a chain mediating effect between ES and anxiety in LBC-MS.ConclusionThe findings indicated that LBC-MS in China may frequently engage in the use of ES which correlated with higher level of anxiety. Psychological interventions should be dedicated to this underserved group. Intervention approaches that improve emotion regulation strategies (i.e., decrease the use of ES) and increase psychological resilience and self-esteem may help to alleviate anxiety in LBC-MS.

The brief mind wandering three-factor scale (BMW-3)

In recent years, researchers from different fields have become increasingly interested in measuring individual differences in mind wandering as a psychological trait. Although there are several questionnaires that allow for an assessment of people’s perceptions of their mind wandering experiences, they either define mind wandering in a very broad sense or do not sufficiently separate different aspects of mind wandering. Here, we introduce the Brief Mind Wandering Three-Factor Scale (BMW-3), a 12-item questionnaire available in German and English. The BMW-3 conceptualizes mind wandering as task-unrelated thought and measures three dimensions of mind wandering: unintentional mind wandering, intentional mind wandering, and meta-awareness of mind wandering. Based on results from 1038 participants (823 German speakers, 215 English speakers), we found support for the proposed three-factorial structure of mind wandering and for scalar measurement invariance of the German and English versions. All subscales showed good internal consistencies and moderate to high test–retest correlations and thus provide an effective assessment of individual differences in mind wandering. Moreover, the BMW-3 showed good convergent validity when compared to existing retrospective measures of mind wandering and mindfulness and was related to conscientiousness, emotional stability, and openness as well as self-reported attentional control. Lastly, it predicted the propensity for mind wandering inside and outside the lab (as assessed by in-the-moment experience sampling), the frequency of experiencing depressive symptoms, and the use of functional and dysfunctional emotion regulation strategies. All in all, the BMW-3 provides a brief, reliable, and valid assessment of mind wandering for basic and clinical research.

A network approach to emotion regulation and symptom activation in depression and anxiety.

Emotions can be regulated through several regulatory strategies that are involved in the development of psychopathological symptoms. Despite the well-established association between psychopathology and emotion dysregulation, little is known about the relationship between individual symptoms of depression and anxiety and emotion regulation strategies (ERS), as well as between ERS themselves. We conducted a cross-sectional study and examined the interactions between six ERS (reappraisal, engagement, rumination, suppression, arousal control, and distraction) and assessed their distinctive association with the activation of specific symptoms of depression and anxiety in a community sample of 376 adults (80.4% female; Mage = 32.70; SDage = 11.80). The Regulation Emotion Systems Survey (RESS) was used to measure ERS. The Patient Health Questionnaire (PHQ-9) and the Generalized Anxiety Disorder (GAD-7) were used to assess psychological symptoms. An exploratory graph analysis was performed to examine the structural properties of the network of interactions between these behaviors. Additionally, to test the association of ERS with the activation of the depression symptoms network, an expected symptoms activity (ESA) was conducted. Six communities were found that correspond to the six ERS. Rumination and suppression have a significant association with symptom activation (particularly low self-esteem), whereas reappraisal reduces symptomatic activation. The effect of arousal control, engagement, and distraction appears to depend on the remaining ERS rather than having much influence on their own. This study provides insight into how ERS interact with each other and with individual symptoms of depression and anxiety. Understanding the effects of these interactions on symptom activation and comorbidity can improve our understanding of psychopathology.

Navigating the battlefield within: Exploring the interplay of political armed conflict, mental health, and emotion regulation

The study explored the intricate relationship between political armed conflict, mental health outcomes, and emotion regulation strategies, focusing on cognitive reappraisal and emotion suppression. Drawing on extensive literature, we examined the impact of the Israel-Hamas war on mental health, particularly post-traumatic stress symptoms (PTSS) and anxiety. Using data from a nationally representative sample of 517 Israeli adults surveyed four weeks after the October 7 war began, we conducted path analysis to examine the direct and indirect effects of conflict exposure on mental health outcomes mediated by emotion regulation. Cognitive reappraisal was positively associated with well-being, while emotion suppression was linked to higher levels of PTSS and anxiety and lower levels of well-being. Subjective exposure to war events was associated with higher levels of anxiety and PTSS, and cognitive reappraisal served as a protective factor for overall well-being. We also observed ethnicity, age, and gender differences in exposure levels and mental health outcomes. Emotion regulation emerges as a crucial factor in navigating the psychological challenges posed by war exposure, with cognitive reappraisal associated with positive mental health outcomes and emotion suppression linked to adverse effects.

If not belief in God, then what? Identifying factors that contribute to well-being among Polish nonbelievers

Recent estimates by the Pew Research Center show that Poland is one of the fastest secularizing countries in the world. Despite the growing role of such attitudes in Poland and other countries around the world, still little is known about the psychosocial functioning and mental health of nonbelievers. The present study aimed to fill in this knowledge gap by examining various factors that may contribute to nonbelievers’ well-being, including perceived social support, emotion regulation strategies, secular beliefs (humanism and belief in science), and clarity of self-beliefs. Five hundred Polish nonbelievers took part in this study, of whom 38% reported no nominal affiliation with any religious or secular group, 33% affiliated with Roman Catholics, and 22% identified as Atheists. Comparing these groups, we found that while Catholics and Atheists did not differ significantly in terms of their overall well-being, religious “nones” scored lower than Catholics on overall well-being (but not meaning in life or social support). In addition, it was found that—at the level of the whole sample—having greater clarity of self-beliefs, using functional emotion regulation strategies, as well as having greater perceived social support were all positively associated with the presence of meaning in life and well-being.

Scoping Review on the Use of Music for Emotion Regulation.

With increasing interest in the emotional responses to music, some studies are specifically looking into music's regulatory function on emotion, known as "music emotion regulation (MER)". The purpose of this study was to examine the concepts on the regulatory impact of music on emotion using a scoping review procedure. Through an electronic database and manual searches based on the guidelines suggested by the JBI Manual for Evidence Synthesis, a total of 47 studies were identified and included for analysis. The results showed that there were some definitional challenges in each component of music emotion regulation. Most studies treated music as a single variable without exploring the regulatory mechanism of the intra-musical elements that constitute music. When examining the regulatory impact of music on emotion, emotion was inclusive of other terms ranging from feeling to mood. Most of the MER studies employed the terms used in the emotion regulation strategies; however, there were some regulatory processes that pertained solely to music's cathartic effect. Overall, the results showed that music emotion regulation (MER) was not clearly distinguished from music emotion (ME) studies. Future research should allocate more attention to the theoretical mechanism behind music's intrinsic regulatory effect in emotion regulation (MER) studies.

The effectiveness and acceptability of culturally adapted cognitive behavioural therapy for traumatised refugees and asylum seekers: A systematic review

AbstractDespite the extent of traumatisation experienced by refugee groups, uptake of evidence‐based interventions such as cognitive behavioural therapy (CBT) remain low with high dropout rates. While this has been linked to cultural differences in help seeking and how illness is understood, little is known about how effective or acceptable cultural adaptations to CBT (CA‐CBT) are. Conduct a systematic review of the types of CA‐CBT delivered to refugee groups and evaluate their effectiveness and acceptability. We searched six databases for CA‐CBT delivered to refugee groups experiencing depression or post‐traumatic stress disorder (PTSD). Effectiveness was evaluated using both quantitative outcome measures and qualitative data. Dropout rates were collected as a proxy measure of acceptability. The types of cultural adaptations used were also described. Findings are presented using narrative synthesis. We include 13 studies that made cultural adaptations to the delivery format or content of CA‐CBT. Linguistic adaptations and including culturally relevant emotion regulation strategies were most common. Results showed significant decreases in PTSD symptom severity in all but one study, and significant decreases in depression outcomes across all studies. Dropout rates was nine percent among all participants. Findings from qualitative studies indicated reduced distress whereas cultural adaptation increased trust in treatment. There is initial evidence supporting the effectiveness and acceptability of CA‐CBT. However, more research is required to establish best practices for adapting CBT to different cultures. Methodologically rigorous tests are needed to determine if CA‐CBT effectively meets the needs of forcibly displaced populations.

Informal Caregiver Burden and Potential Consequences

Providing care to an adult loved one is often described as a burden, but it can also promote flourishing. The present study examined the extent to which state hope and emotion regulation strategies of positive reappraisal and emotional suppression might account for the relation of burden on both burnout and flourishing in a sample of 162 informal caregivers (54.8% women; Mage = 42.92, SDage = 13.22). It was hypothesized that state hope would mediate the relationship between caregiver burden and both outcomes, with state hope being positively related to flourishing and negatively related to burnout. It was also hypothesized that positive reappraisal and emotional suppression would mediate the relationship between caregivers’ burden and the outcomes, with positive reappraisal predicting greater flourishing and emotional suppression predicting greater burnout, as well as less flourishing. Participants were recruited from the Prolific crowd sourcing platform and had been pre-screened as informal and unpaid caregivers of an adult. They completed a battery of questionnaires that were all self-report in nature for the cross-sectional design. Results indicate that only state hope mediated the relationship between caregiver burden and the outcomes of burnout and flourishing. Contrary to what was hypothesized, emotion regulation strategy was not a mechanism in these relationships. State hope could be a potential avenue for intervention for informal caregivers in that it may impact caregiver burden as well as burnout and flourishing.

Reappraise and be mindful! The key role of cognitive reappraisal and mindfulness in the association between openness to experience and divergent thinking

ABSTRACT The present research aims to delve into the association between openness to experience and divergent thinking (DT), addressing the mediating role of emotion regulation strategies, such as cognitive reappraisal, emotion suppression and mindfulness. The study was carried out with 111 young adults who filled in the Big Five Questionnaire, the Emotion Regulation Questionnaire and the Mindful Attention Awareness Scale. Participants also performed at the Alternative Uses Task. Results showed that cognitive reappraisal mediated the association between openness to experience and all measures of DT (fluency, flexibility and originality). In addition, mindfulness mediated the interplay between openness to experience and DT only when fluency and flexibility were the dependent variables. No significant results were found using emotion suppression as the mediator. These findings yield theoretical and practical implications about the role of emotional strategies in pursuing the ability to generate divergent ideas. Limitations and future research directions are discussed.