Showing papers on "Regulation of emotion published in 2019"

Parent-child attachment and children's experience and regulation of emotion: A meta-analytic review

Abstract: Attachment relationships serve as contexts within which children develop emotional capacities This meta-analytic review assessed the strength of associations of parent-child attachment patterns with the experience and regulation of emotion in children under age 18 years In a series of meta-analyses (k = 72 studies, N's ranged from 87 to 9,167), we examined children's positive and negative affective experiences (assessed either globally or elicited in specific contexts), emotion regulation ability, and coping strategies More securely attached children experienced more global positive affect and less global negative affect, expressed less elicited negative affect, were better able to regulate emotions, and more often used cognitive and social support coping strategies More avoidantly attached children experienced less global positive affect, were less able to regulate emotions, and were less likely to use cognitive or social support coping strategies By contrast, more ambivalently attached children experienced more global and more elicited negative affect, and were less able to regulate emotions More disorganized children experienced less global positive affect and more global negative affect These robust findings provide evidence that attachments to parents have implications for children's emotional development, although more research is needed on whether insecure attachment patterns are associated with distinct emotion profiles (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Modulating Emotional Experience Using Electrical Stimulation of the Medial-Prefrontal Cortex: A Preliminary tDCS-fMRI Study.

Abstract: OBJECTIVES Implicit regulation of emotions involves medial-prefrontal cortex (mPFC) regions exerting regulatory control over limbic structures. Diminished regulation relates to aberrant mPFC functionality and psychopathology. Establishing means of modulating mPFC functionality could benefit research on emotion and its dysregulation. Here, we tested the capacity of transcranial direct current stimulation (tDCS) targeting mPFC to modulate subjective emotional states by facilitating implicit emotion regulation. MATERIALS AND METHODS Stimulation was applied concurrently with functional magnetic resonance imaging to validate its neurobehavioral effect. Sixteen participants were each scanned twice, counterbalancing active and sham tDCS application, while undergoing negative mood induction (clips featuring negative vs. neutral contents). Effects of stimulation on emotional experience were assessed using subjective and neural measures. RESULTS Subjectively, active stimulation led to significant reduction in reported intensity of experienced emotions to negatively valenced (p = 0.005) clips but not to neutral clips (p > 0.99). Active stimulation further mitigated a rise in stress levels from pre- to post-induction (sham: p = 0.004; active: p = 0.15). Neurally, stimulation increased activation in mPFC regions associated with implicit emotion regulation (ventromedial-prefrontal cortex; subgenual anterior-cingulate cortex, sgACC), and in ventral striatum, a core limbic structure (all ps 0.64, ps < 0.018), suggesting individual differences in stimulation responsivity. CONCLUSIONS Results of this study indicate the potential capacity of tDCS to facilitate brain activation in mPFC regions underlying implicit regulation of emotion and accordingly modulate subjective emotional experiences.

Patients with dorsolateral prefrontal cortex lesions are capable of discriminatory threat learning but appear impaired in cognitive regulation of subjective fear.

Abstract: Humans are able to cognitively regulate emotions by changing their thoughts. Neuroimaging studies show correlations between dorsolateral prefrontal cortex (dlPFC) activity and cognitive regulation of emotions. Here our objective was to investigate whether dlPFC damage is associated with impaired cognitive regulation of emotion. We therefore tested the ability of patients with dlPFC lesions (N = 6) and matched control participants (N = 19) to utilize a laboratory version of cognitive regulation training (CRT) to regulate subjective fear and autonomic threat responses following Pavlovian threat conditioning. We found that patients with dlPFC lesions were able to acquire conditioned threat but seemed impaired in their ability to utilize CRT to cognitively regulate subjective fear to a threatening stimulus. Despite inclusion of a limited number of lesion patients, our results suggest that the dlPFC is important for the cognitive regulation of subjective fear.

Cognitive Reappraisal and Expressive Suppression of Negative Emotion in Combat-Related Posttraumatic Stress Disorder: A Functional MRI Study

Abstract: Difficulties in the regulation of emotion are hypothesized to play a key role in the development and maintenance of posttraumatic stress disorder (PTSD). The current study used functional magnetic resonance imaging (fMRI) to assess neural activity during task preparation and image presentation during different emotion regulation strategies, cognitive reappraisal and expressive suppression, in PTSD. Patients with combat-related PTSD (n = 18) and combat-exposed controls (n = 27) were instructed to feel, reappraise or suppress their emotional response prior to viewing combat-related images during fMRI, while also providing arousal ratings. In the reappraise condition, patients showed lower medial prefrontal neural activity during task preparation and higher prefrontal neural activity during image presentation, compared with controls. No difference in neural activity was observed between the groups during the feel or suppress conditions, although patients rated images as more arousing than controls across all three conditions. By distinguishing between preparation and active regulation, and between reappraisal and suppression, the current findings reveal greater complexity regarding the dynamics of emotion regulation in PTSD and have implications for our understanding of the etiology and treatment of PTSD.

Coaches' Emotional Intelligence and Reactive Behaviors in Soccer Matches: Mediating Effects of Coach Efficacy Beliefs.

Abstract: In the last 10 years, emotional intelligence has become a current issue of research in psychology, and there are indicators to consider that emotional intelligence should be analyzed to help the coach to behave effectively during competitions. According to Boardley’s (2018) revised model of coaching efficacy, coaches’ emotional intelligence is predictive of their efficacy beliefs, which, in turn, is predictive of coaching behavior. However, little is known about the mediating effects of coaching efficacy dimensions on the relationships between coach’s emotional intelligence and reactive behaviors in competitive settings. Thus, the purpose of this study is to examine mediating effects of coaching efficacy dimensions on the relationship between emotional intelligence and coaches’ reactive behaviors during a game using a multimethod approach. Participants were 258 coaches of youth football players aged 9 to 17 years old. Observations in situ using Coaching Behavior Assessment System were carried on 258 football games during two seasons. At the end of each game, coaches completed the Wong and Law Emotional Intelligence Scale and the Coaching Efficacy Scale. Structural equation modelling analyses revealed that motivation efficacy and character building mediated the relationship between regulation of emotion and positive and negative coaches’ reactions during game. Specifically, motivation efficacy mediated the association between regulation of emotion and positive coaches’ reactions, and the relationship between regulation of emotion and negative coaches’ reactions were mediated by motivation efficacy and character building. In addition, coaching level moderated the relationships between emotional intelligence, self-efficacy and coaches’ reactive behaviors. Findings of the present study showed that coaching efficacy dimensions (i.e., motivation efficacy and character building) that have the capacity to influence their confidence in ability to affect the psychological mood and positive attitude of athletes, transfer the effects of emotional intelligence (i.e., regulation of emotion) on coaches’ verbal reactions during a youth soccer game. Specifically, a coach who feels competent to regulate their own emotions would perceive high beliefs of efficacy to motivate and to build character of their athletes, and this insight has an impact on their positive verbal reactions in response to athletes’ performances.

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Abstract: In the current study, we examined associations among early childcare workers' emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers' emotion regulation ability was positively associated with caregiver-child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers' comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers' responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver-child relationships.

Cultural Differences in Perceptual Strategies Underlying Emotion Regulation

Abstract: Cultural norms for the experience, expression, and regulation of emotion vary widely between individualistic and collectivistic cultures. Collectivistic cultures value conformity, social harmony, a...

Heart rate variability and anxious arousal: Unique relations with sleep‐related problems in stress‐exposed adolescents

Abstract: Sleep-related problems (SRPs) among adolescents are a growing concern. Theory and research suggest that emotional arousal may have cyclical relation with SRPs, but whether emotional dysregulation plays a role is not clear. We investigated associations between two physiological indices of emotion regulation (video baseline heart rate variability and change in heart rate variability to a stressor) and SRPs in a sample of 80 adolescents (ages 11-17 years; 51% female; 37.5% African American). The findings showed a negative relation between video baseline heart rate variability and SRPs, controlling for non-sleep-related anxiety disorder symptoms (β = -0.29) and general manifest anxiety (β = -0.25). We found no relation between change in heart rate variability to a stressor and SRPs when non-sleep-related anxious arousal was controlled. If replicated, findings illustrate the importance of physiological regulation of emotion influencing (or influenced by) SRPs during adolescence.

Physiological Regulation among Caregivers and their Children: Relations with Trauma History, Symptoms, and Parenting Behavior

Abstract: Parents have the opportunity to influence the development of their children’s emotion regulation skills in a variety of capacities throughout childhood and into adolescence. Only recently have we begun to explore the physiological nature of this effect and implications for the influence of social factors on individual regulation of emotion in children. Also not well understood is how contextual and experiential factors influence this relationship by impacting emotional regulation skill development in children; e.g., parents’ experiences of trauma, loss, and stress may affect parenting behavior and child emotional and behavioral outcomes. To further advance our understanding, the present pilot study investigated how children, ages 9 to 14 years old, and their primary female caregivers (N = 41 dyads) respond physiologically to affective challenge, experienced both independently and jointly. Using a community sample, we examined mother and child respiratory sinus arrhythmia (RSA) while viewing a positive and negative video clip (task) either alone or jointly (condition). Further, we explored the influence of self-reported trauma/adversity experiences and symptoms and quality of parenting on RSA response in the dyads. Results indicate caregiver’s RSA responses were lower across conditions but demonstrated greater increases during the joint sessions than their children. Also, child and caregiver characteristics played a complex role; e.g., caregivers were more likely to increase RSA when with their child if they perceived their child to be suffering greater symptoms of trauma exposure. Caregivers may be suppressing their own arousal to play a regulatory role for the benefit of their children.

Factors Influence Kindergarten Teachers’ Emotion Management in Information Technology: A Multilevel Analysis

Abstract: Emotion management is an important component under the self-regulated learning model, and teachers’ emotion management plays an essential role in their technology integration into teaching practices. The current study investigated models of teachers’ emotion management while learning and using information technology, using data from 866 teachers from 58 kindergartens in China. Results from multilevel analysis revealed that at the individual level, emotion management was positively related to monitoring motivation, managing time, arranging the environment, mastery orientation, and help seeking. Meanwhile, emotion management was negatively related to avoidance orientation. In addition, compared with young teachers, older teachers were less likely to take initiatives to manage emotion. At the kindergarten level, emotion management was negatively related to avoidance orientation. These findings were discussed with theory and research in related fields, and implications were drawn in terms of adding the self-regulated learning strategies in the professional trainings and increasing teachers’ awareness to apply self-regulation strategies.

A Neuroscience Perspective on Emotional Development

Abstract: In the current chapter, we suggest that a neuroscientific approach provides a valuable perspective to the study of emotional development. We discuss how a neuroscientific approach offers unique contributions to notable practical and theoretical challenges in the study of the development of emotion and emotion regulation. We exemplify these contributions by reviewing the current knowledge on the development of the expression and regulation of fear and anxiety and their associated neural bases. The literature reviewed highlights the fact that a neuroscientific approach situates the study of emotional development in a larger biological and evolutionary framework facilitating the translation of research across species and providing an account for species-typical development as well as individual variation. A neuroscientific approach also provides methods that permit studying emotional development across several levels of analyses, providing information on the similarity and/or differentiation between processes and mechanisms. We also cover literature that exemplifies how a neuroscientific approach can expand our understanding of how constitutional factors and experiences create the brain networks that support the expression and regulation of emotion across development. Finally, we discuss outstanding issues and future directions with the neuroscientific approach to the study of emotional development.

Emotional Intelligence and Emotional State Effects on Simulated Flight Performance

Abstract: BACKGROUND: Flight cadets' emotion is a factor of great importance to flight training. So it is of profound significance to address how emotional factors affect flight training performance. The present study aimed to investigate the relationship between emotional intelligence (EI) and simulated flight performance (SFP), and explore the mechanism of emotional state as a mediator in the effect of EI on SFP.METHODS: Ninety undergraduates took part in the study. EI (Wong and Law Emotional Intelligence Scale), neuroticism (Eysenck Personality Questionnaire Revised), anxiety (State Anxiety Inventory), and tension (Profile of Mood States) were collected. Conducted were 9 h of simulated flight training in a simulator of the Type 6 Primary Trainer. The Delphi Experts Grading Method was used to assess students' SFP. Mediation effect of emotional state was explored using regression analysis.RESULTS: EI was significantly correlated with neuroticism (r = -0.31), tension (r = -0.31), and anxiety (r = -0.31), respectively. Multiple mediation effects showed that emotional state mediated the association between EI and SFP. Tension especially mediated the associations between the Self Emotion Appraisals and Regulation of Emotion dimensions of EI and SFP. However, the Use of Emotion dimension of EI had a direct negative effect on SFP without the mediating role of emotional state.DISCUSSION: The findings indicated that EI was significantly correlated with emotional state (neuroticism, tension, and anxiety). EI may directly or indirectly affect SFP and tension played an important mediating role. Implications for the promotion of EI and emotional state to enhance performance in real flight training are discussed.Dai J, Wang H, Yang L, Wen Z. Emotional intelligence and emotional state effects on simulated flight performance. Aerosp Med Hum Perform. 2019; 90(2):101-108.

Clare Gerada: Mindfulness is useful but not the only option.

Abstract: Mindfulness has recently been heavily promoted as a solution to the high levels of burnout and mental distress seen among doctors. It has become something of a one-size-fits-all response to a host of modern problems—designed to fit easily into anyone’s life regardless of their background, beliefs, or values. The reported benefits are broad. They include stress reduction, reduced rumination, decreased negative affect (as in depression and anxiety), less emotional reactivity or more effective regulation of emotion, and increased focus. It’s an impressive list, when you consider its origins …

Self-Regulation of Emotion in Students in Yogyakarta Indonesia: Gender Differences

Abstract: : The purpose of this study was to identify whether there are differences in self-regulation of emotion skills of male and female students. This study is a comparative study with a sample of 796 students (452 males, 344 females). The sample selection is taken using simple random sampling technique. The instrument used is the scale of self-regulation of emotion. Data analysis used to identify differences in self-regulation of emotion skills of male and female students is independent samples test. The findings of the study indicate that there is a significant difference between the self-regulation of emotion skills of male and female students. This study recommends counseling service to improve self-regulation of emotion skills. Abstrak : Tujuan dari penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan self-regulation of emotion antara siswa laki-laki dan perempuan. Penelitian ini adalah penelitian komparatif dengan sampel 796 siswa (452 laki-laki, 344 perempuan). Pemilihan sampel diambil menggunakan teknik cluster random sampling . Instrumen yang digunakan adalah skala self-regulation of emotion . Analisis data yang digunakan untuk mengidentifikasi perbedaan self-regulation of emotion siswa laki-laki dan perempuan adalah independent samples test . Temuan penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara self-regulation of emotion siswa laki-laki dan perempuan. Studi ini merekomendasikan layanan konseling untuk meningkatkan self-regulation of emotion siswa.

Self-Regulation of Emotion Module to Reduce Aggressive Behavior

Abstract: The present study aimed at identifying the level of aggressive behavior in students, formulating hypothetical drafts of products, and develop self-regulation of emotion module for reducing students’ aggressive behavior. This study adapted the research and development of Gall, Borg & Gall, which in the development procedure was limited to three stages, namely (1) identification of students’ aggressive behavior; (2) the formulation of hypothetical draft of selfregulation of emotion module; and (3) Product feasibility test which was carried out by expert and practitioner. The data were analyzed using quantitative descriptive analysis. The study was conducted in Junior high schools in the Special Region of Yogyakarta. The result of the study showed that the self-regulation of emotion module was developed by including the components of selfregulation of emotion, namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Besides, the self-regulation of emotion module is categorized as feasible to be implemented by the counselor to support the counselor's program in reducing students’ aggressive behavior. Keywords—self-regulation of emotion module; aggressive

Metacognitive Skill and the Therapeutic Regulation of Emotion

Abstract: ABSTRACT:Many psychiatric disorders are characterized by problems with emotion regulation. Well-known therapeutic interventions include exclusively discursive therapies, like classical psychoanalysis, and exclusively noncognitive therapies, like psycho-pharmaceuticals. These forms of therapy are compatible with different theories of emotion: discursive therapy is a natural ally of cognitive theories, like Nussbaum's (2009), according to which emotions are forms of judgment, while psycho-pharmacological intervention is a natural ally of noncognitive theories, like Prinz's (2006), according to which emotions are forms of stimulus-dependent perception. I explore a third alternative: the therapeutic regulation of emotion as the development of metacognitive skills. This is a natural characterization of newer forms of therapy that are increasingly prescribed, like so-called Third-Wave Cognitive Behavioral Therapy and other mindfulness-inspired interventions. I argue that these newer forms of therapy make sense if we conceive of emotion as neither a form of judgment nor a form of perception, but, rather, as a variety of what Gendler calls \"alief\" (2008). As Gendler notes, although aliefs do not succumb to direct rational regulation, they can be trained. Thus, if we conceive of emotions as aliefs, we can make sense of their therapeutic regulation through the development of metacognitive skills. Drawing on recent philosophical analyses of skill, as well as empirical paradigms in emotion regulation, and Buddhist characterizations of meditative practice, I sketch a characterization of metacognitive skill, and conclude with some reflections on the advantages of conceiving of psychotherapy as the development of metacognitive skills.

The Effect of Emotional Intelligence on Expatriate Adjustment: An Empirical Study

Abstract: The study examines the role of emotional intelligence (EI) in expatriate adjustment (EA) of expatriates on international assignments and survey collected based on a sample of 170 expatriates who are currently staying in Malaysia. Previous scholar defined EI as the recognise of non-cognitive psychological aspects intervening in human behaviour. Several researchers have identified a significant correlation between the cognitive and emotional components of people’s intelligence, and how its influence effectively on achieving all sorts of goals in any area of human behaviour. Thus, in majority, the successful of companies’ international business activities rely on the level of expatriates’ adjustment to the host country such as in physically and mentally way. Therefore, this study utilised multiple hierarchical regression to analyse the data and thereby to test the effects of EI on expatriate adjustment. The findings reveal that Self-Emotion Appraisal (SEA) of EI has a positive influence on expatriate adjustment. Secondly, ability of Others-Emotions Appraisal (OEA) also found a positive influence on expatriate adjustment. However, there was no positive influence for Use of Emotion (UOE) and Regulation of Emotion (ROE) on expatriate adjustment. Hence, the findings indicate the importance of EI practices as well as practical implication to international firms especially in selection and hiring of international candidates.

Relationship between Emotional Intelligence andWork - Life Balance among Academicians in Pre University colleges

Abstract: Emotional Intelligence has always been an encouraging topic for the researchers to dwell on. For a very long time, it was always assessed that Intelligence Quotient (IQ) was a key factor for the determination of success in life. Emotional Intelligence also involves acknowledging the emotions of another individual and how effectively it does coincide with traditional intelligence. The research work is dealt to look at employees and the effects of emotional intelligence and thus looking at the ways in which effective channels are used to channelize the emotions that people go through. Work life balance is a perception with various significances in the current world and implications in the professional and personal life. Work life balance is defined as the stability that the individual requires between period assigned for work and other personal aspects of life. Basis of the study is to develop modules or techniques for training programmes to enhance emotional intelligence and work life balance since there are very few literatures and limited studies conducted before. The study aims at relationship between emotional intelligence and work life balance among academicians in PU colleges. The research study also looks into how experience of the academicians relates to their emotional intelligence and work life balance. Descriptive research design was applied for the study. The essential data for the research was gathered through the standardized questionnaires. A sample of 200 academicians participated in the research. The emotional intelligence test result shows the academicians from different backgrounds and were high on regulation of emotion in the self, acknowledging the emotions of another individual thus providing and shaping the students with more knowledge and insights. From the statistical result from Pearson’s correlation reveals, there is increase in work life balance with the increase in emotional intelligence. The statistical result also accepts the hypothesis and found, there is a moderate positive correlation between emotional intelligence and work life balance. From the statistical result from ANOVA, results showed that there was no significant effect of total years of experience on work life balance. It has been also found from the ANOVA test that, there was an analysis conducted to compare the influence of total years of experience in the current organization on emotional intelligence and found there was a significant effect of total years of experience in the current organization on emotional intelligence. Outcome defines about the emotional intelligence and work life balance among academicians need more attention since they are catering, managing and shaping the students.

Physiology of Emotion

Abstract: Emotion is a physiological experience with behavioral expression of feelings in response to any sensory information. The behavioral changes include musculoskeletal, autonomic, and endocrine responses. Emotion is an intriguing aspect of human physiology that has been studied from various viewpoints of philosophy, sociology, psychology, evolutionary biology, etc. Physiologically, activation of specific structures and areas in the brain has been associated with generation of discrete or generalized emotions. Emotions provide motivation, and drive for action as well as aid in decision making. Therefore regulation of emotion results in rational decision making and help improve relationship with self, society, and environment. Psychosomatic and lifestyle noncommunicable disorders are largely result of unregulated emotional behavior over a long period of time.

An Experimental Single-Case Design in Effectiveness of Oxytocin on Reducing Alcohol Addiction in a Patient with Oropharyngeal Carcinoma-the Mediation Role of Difficulties in Emotional Regulation

Abstract: Oxytocin, due to its potential for modulation of cravings, is a possible alternative therapy for alcohol dependency. Management or cessation of alcohol use can increase the survival rates in cancers affected by alcohol abuse. The present study is an experimental single-case, reversal design study that has a multiple baselines and a 6- month follow-up. The study was conducted between January 2014 and November 2015. The patient was a 67-year-old man, known to abuse alcohol, who had a diagnosis of metastatic oropharyngeal squamous cell carcinoma and dysthymia syndrome. He was selected by a respondent-driven sampling method. The patient was treated with intranasal oxytocin in two stages and for six weeks. In the control phase, he used a placebo. The primary outcomes were the Addiction Severity Index results and changes to the Difficulties in Emotion Regulation Scale. The secondary outcome was the relationship between emotion regulation and addiction severity. The data were analyzed by the generalized estimation equation, linear mixed models (random effect model) with repeated measures, and correlation with repeated measures. Primary outcomes showed that intranasal oxytocin caused a significant decrease in addiction severity in its interaction with regulation of emotion. However, this reduction was not sustained until the follow-up stage. Secondary outcomes showed a direct relationship between the difficulty in controlling emotions and the severity of alcohol addiction. Oxytocin could decrease addiction severity by decreasing cue reactivity; thus, it could be considered an effective intervention in the field of addiction.

The Impact Of Emotional Intelligence On Leadership Excellence Of Executive Empoloyees In Public Sector Organizationin Ampara District Of Sri Lanka

Abstract: Emotional Intelligence is play a vital role to decide leadership excellence. So this paper to study the impact of emotional intelligence on leadership excellence of executive employee in public sector organization.Hence the objective of this research is to identify the impact of emotional intelligence on leadership excellence of executive employee in Public Sector Organization in Ampara districtof Sri Lanka.emotional intelligence includes the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. Cook (2006)[1]. Emotional intelligence is one of the essential skill for leaders to manage their subordinate. Accordingly although there is some research done under “Emotional intelligence on leadership excellence of the executive employee in the public organization in Ampara district so this study full filed the gap. Based on the analysis, Self-awareness, Self-management, Social-awareness and Relationship management are the positively affect to the Leadership excellence. So, executive employees should consider about the Emotions of their subordinators when they completing their targets. leaders should pay the attention for recognize the situation, hove to impact their feelings for the performance & recognized their own feelings. Leaders should consider and see their own emotions when they work with others by listening carefully, understand the person by asking questions, identifying non-verbal expressions and solving problems without helming someone’s. Leadersshould consider their subordinators emotions when they find a common idea, government should give to moderate freedom to executive employees in public organization to take the decision with competing the private sector organizations.