Emotion Knowledge and Emotion Regulation in Alexithymia

Alexithymia ◽  
2018 ◽  
pp. 49-77 ◽  
Author(s):  
Olivier Luminet ◽  
Giorgia Zamariola
Keyword(s):  
Emotion Regulation ◽  
Emotion Knowledge

scholarly journals Emotional Intelligence and Day-To-Day Emotion Regulation Processes: Examining Motives for Social Sharing

2021 ◽  
Author(s):  
Micaela Bucich ◽  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Undergraduate Students ◽  
Adaptive Functioning ◽  
Daily Life ◽  
The Self ◽  
Emotion Knowledge ◽  
Intelligence Scale ◽  
Social Sharing ◽  
Emotionally Intelligent

There is growing interest in the emotion regulation processes that underlie the adaptive functioning of emotionally intelligent individuals. This study uses experience sampling to examine whether the emotional intelligence (EI) of undergraduate students (N = 84) relates to their day-to-day use of five emotion regulation processes over a five-day period. We also test whether EI predicts motives for one of the emotion regulation processes (social sharing). We measure both ability EI (the brief Situational Test of Emotion Management) and self-rated EI (the Self-Rated Emotional Intelligence Scale). Self-rated EI significantly predicts more social sharing, direct situation modification and reappraisal. Ability EI does not significantly predict any of the five regulation processes. Both ability and self-rated EI are significantly related to greater bonding and relief motives for social sharing. Self-rated EI is also related to recovery motives. These results suggest that it is the self-beliefs about one’s emotional abilities, rather than emotion knowledge, which influence the emotion regulation processes people use in daily life.

Emotion Knowledge, Emotion Utilization, and Emotion Regulation

2011 ◽  
Vol 3 (1) ◽  
pp. 44-52 ◽  
Author(s):  
Carroll E. Izard ◽  
Elizabeth M. Woodburn ◽  
Kristy J. Finlon ◽  
E. Stephanie Krauthamer-Ewing ◽  
Stacy R. Grossman ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Emotion Knowledge

Post-print manuscript: Emotional Intelligence and Day-To-Day Emotion Regulation Processes: Examining Motives for Social Sharing

2021 ◽  
Author(s):  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Undergraduate Students ◽  
Adaptive Functioning ◽  
Daily Life ◽  
The Self ◽  
Emotion Knowledge ◽  
Intelligence Scale ◽  
Social Sharing ◽  
Emotionally Intelligent

There is growing interest in the emotion regulation processes that underlie the adaptive functioning of emotionally intelligent individuals. This study uses experience sampling to examine whether the emotional intelligence (EI) of undergraduate students (N = 84) relates to their day-to-day use of five emotion regulation processes over a five-day period. We also test whether EI predicts motives for one of the emotion regulation processes (social sharing). We measure both ability EI (the brief Situational Test of Emotion Management) and self-rated EI (the Self-Rated Emotional Intelligence Scale). Self-rated EI significantly predicts more social sharing, direct situation modification and reappraisal. Ability EI does not significantly predict any of the five regulation processes. Both ability and self-rated EI are significantly related to greater bonding and relief motives for social sharing. Self-rated EI is also related to recovery motives. These results suggest that it is the self-beliefs about one’s emotional abilities, rather than emotion knowledge, which influence the emotion regulation processes people use in daily life.

Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior

2008 ◽  
Vol 20 (1) ◽  
pp. 369-397 ◽  
Author(s):  
Carroll E. Izard ◽  
Kristen A. King ◽  
Christopher J. Trentacosta ◽  
Judith K. Morgan ◽  
Jean-Philippe Laurenceau ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Head Start ◽  
Social Competence ◽  
Hierarchical Linear Modeling ◽  
Prevention Program ◽  
Negative Emotion ◽  
Maladaptive Behavior ◽  
Emotion Knowledge ◽  
Linear Modeling ◽  
Emotion Competence

AbstractSeparate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence.

scholarly journals The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5726
Author(s):  
Beatriz Lucas-Molina ◽  
Laura Quintanilla ◽  
Renata Sarmento-Henrique ◽  
Javier Martín Babarro ◽  
Marta Giménez-Dasí
Keyword(s):  
Emotion Regulation ◽  
Longitudinal Study ◽  
Emotional Regulation ◽  
Predictive Power ◽  
Emotion Knowledge ◽  
Time Points ◽  
Developmental Relationship ◽  
The Relationship ◽  
Practical Implications

Numerous studies have shown the important role of both emotion regulation (ER) and emotion knowledge (EK) in child development. Despite the number of studies carried out on both variables, there is practically no research on the developmental relationship between these two constructs. We present a longitudinal study to explore the relationship between EK and ER in preschoolers in which we measured these variables over 3 academic years in a cohort of 108 preschool children using the Test of Emotion Comprehension (TEC) and the Emotion Regulation Checklist (ERC). The ERC is divided into 2 subscales: Emotional Regulation (ER) and Lability/Negativity (L/N). Two cross-lagged models were constructed in order to examine the predictive power of ER and L/N on EK across the three time points. The results suggest that ER is an ability that precedes and predicts EK during preschool years. We also discuss the theoretical and practical implications of these findings.

The Difficulties in Emotion Regulation Scale (DERS)

2013 ◽  
Vol 72 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Elise S. Dan-Glauser ◽  
Klaus R. Scherer
Keyword(s):  
Emotion Regulation ◽  
Well Being ◽  
French Translation ◽  
French Version ◽  
Inappropriate Behaviors ◽  
Initial Validation ◽  
Difficulties In Emotion Regulation ◽  
Instrument Measuring ◽  
Highly Correlated ◽  
Psychopathological Disorders

Successful emotion regulation is a key aspect of efficient social functioning and personal well-being. Difficulties in emotion regulation lead to relationship impairments and are presumed to be involved in the onset and maintenance of some psychopathological disorders as well as inappropriate behaviors. Gratz and Roemer (2004 ) developed the Difficulties in Emotion Regulation Scale (DERS), a comprehensive instrument measuring emotion regulation problems that encompasses several dimensions on which difficulties can occur. The aim of the present work was to develop a French translation of this scale and to provide an initial validation of this instrument. The French version was created using translation and backtranslation procedures and was tested on 455 healthy students. Congruence between the original and the translated scales was .98 (Tucker’s phi) and internal consistency of the translation reached .92 (Cronbach’s α). Moreover, test-retest scores were highly correlated. Altogether, the initial validation of the French version of the DERS (DERS-F) offers satisfactory results and permits the use of this instrument to map difficulties in emotion regulation in both clinical and research contexts.

Sign in / Sign up

Export Citation Format

Share Document