Do Expressivity and Self-Awareness Predict Emotion Regulation?

2013 ◽  
Author(s):  
Nora A. Murphy
Keyword(s):  
Emotion Regulation ◽  
Self Awareness

Emotion Regulation Strategy Choices Following Aversive Self-Awareness in People Who Engage in Nonsuicidal Self-Injury or Indirect Self-Injury

2021 ◽  
Author(s):  
Chelsea Evanna Boccagno ◽  
Jill M. Hooley
Keyword(s):  
Emotion Regulation ◽  
Cognitive Strategies ◽  
Memory Recall ◽  
Self Awareness ◽  
Behavioral Strategies ◽  
Physical Pain ◽  
Multiple Strategies ◽  
Self Injury ◽  
Emotion Regulation Strategy ◽  
Regulation Strategies

Emotion regulation difficulties are implicated prominently in self-injury. Yet it is unclear how people who engage in different forms of self-injury attempt to regulate negative affect when multiple strategies are available to them. This laboratory-based study examined emotion regulation strategy choices in individuals who engage in non-suicidal self-injury (n=40), indirect forms of self-injury (disordered eating and substance abuse; n=46), and controls (n=48). Following a self-relevant stressor (negative autobiographical memory recall), participants selected one of six regulation strategies based on what they believed would most effectively alter their affect. Strategies spanned behavioral (physical pain, a snack, word activity) and non-behavioral (rumination, reappraisal, doing nothing) domains. Compared to controls, individuals who engage in NSSI and indirect self-injury were more likely to select behavioral strategies. In addition, those with NSSI and indirect self-injury were more likely than controls to choose physical pain and less likely to ruminate. Findings indicate that people with direct and indirect forms of self-injury alike are more likely to take action than to engage in further thought when experiencing aversive self-awareness, even when cognitive strategies are made salient. Results illuminate intervention targets for these clinical populations.

scholarly journals Impaired cognitive self-awareness mediates the association between alexithymia and excitation/inhibition balance in the pgACC

2019 ◽  
Vol 50 (10) ◽  
pp. 1727-1735
Author(s):  
A. Kühnel ◽  
A. Widmann ◽  
L. Colic ◽  
L. Herrmann ◽  
L. R. Demenescu ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Magnetic Resonance ◽  
Magnetic Resonance Spectroscopy ◽  
Negative Feedback ◽  
Anterior Cingulate ◽  
Resonance Spectroscopy ◽  
Self Awareness ◽  
Cortical Areas ◽  
Cognitive Awareness ◽  
Healthy Participants

AbstractBackgroundPrevious research showed that automatic emotion regulation is associated with activation of subcortical areas and subsequent feedforward processes to cortical areas. In contrast, cognitive awareness of emotions is mediated by negative feedback from cortical to subcortical areas. Pregenual anterior cingulate cortex (pgACC) is essential in the modulation of both affect and alexithymia. We considered the interplay between these two mechanisms in the pgACC and their relationship with alexithymia.MethodIn 68 healthy participants (30 women, age = 26.15 ± 4.22) we tested associations of emotion processing and alexithymia with excitation/inhibition (E/I) balance represented as glutamate (Glu)/GABA in the pgACC measured via magnetic resonance spectroscopy in 7 T.ResultsAlexithymia was positively correlated with the Glu/GABA ratio (N = 41, p = 0.0393). Further, cognitive self-awareness showed an association with Glu/GABA (N = 52, p = 0.003), which was driven by a correlation with GABA. In contrast, emotion regulation was only correlated with glutamate levels in the pgACC (N = 49, p = 0.008).ConclusionOur results corroborate the importance of the pgACC as a mediating region of alexithymia, reflected in an altered E/I balance. Furthermore, we could specify that this altered balance is linked to a GABA-related modulation of cognitive self-awareness of emotions.

The Self, Emotion, & Regulation Model of Giving and Receiving Constructive Feedback

2021 ◽  
Author(s):  
Virginia Ulichney ◽  
Johanna Jarcho ◽  
Chelsea Helion
Keyword(s):  
Emotion Regulation ◽  
Negative Affect ◽  
Emotional Regulation ◽  
Relevant Information ◽  
Self Concept ◽  
Future Research ◽  
Self Awareness ◽  
Performance Goal ◽  
Constructive Feedback ◽  
Regulation Model

We must often give and receive constructive feedback in various contexts. Constructive feedback offers unique benefits including improvements in performance, goal-pursuit, self-awareness, and self-efficacy. However, it is challenging to give and receive. This may be due to threats to self-concept that giving and receiving constructive feedback pose. Yet, the role of self-concept threat in constructive feedback remains understudied. We propose that giving and receiving constructive feedback trigger self-concept threat and can result in negative affect for givers and recipients. This framing allows us to approach feedback in a novel way -- as an emotion-regulation problem. Recipients must down-regulate negative affect when hearing negative self-relevant information. Givers must down-regulate negative affect when risking interpersonal rifts or rejection. Here, we review relevant emotion regulation literature as it applies to the feedback process and identify points for future research. Conceptualizing constructive feedback as an emotional-regulation challenge may inform the design of future interventions.

scholarly journals Emotional Intelligence, Identification, and Self-Awareness According to the Sphere Model of Consciousness

2021 ◽  
Author(s):  
Patrizio Paoletti ◽  
Tal Dotan Ben-Soussan
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Executive Functioning ◽  
General Theory ◽  
The Body ◽  
Motor Training ◽  
Self Awareness ◽  
Sphere Model ◽  
Neurocognitive Functions ◽  
Key Concepts

While emotion and cognition were previously considered separate concepts, current research demonstrates an interplay between them. In the current chapter, we discuss the importance of the body in relation to emotional intelligence (EI) and executive functioning. In particular, we address a specific movement meditation called Quadrato Motor Training (QMT), which has been shown to enhance emotion regulation and neurocognitive functions. We then examine the importance of emotion regulation in the context of the Sphere Model of Consciousness (SMC) and related neurocognitive studies. The SMC is a neuro-phenomenal model of consciousness based on three main axes: Emotion, Time, and Self-Determination. It presents all phenomenal experiences in a sphere-shaped matrix, aiming to account for different interactions among the axes. Through this model, the processes leading to improved EI can be framed in a general theory of consciousness and described in relation to the three axes. We discuss three key concepts in relation to the SMC: (1) EI; (2) identification, namely excessive self-involvement or feeling caught up by experience (3) self-awareness, or awareness and management of ongoing inner processes.

scholarly journals Early Family Relationships Predict Children’s Emotion Regulation and Defense Mechanisms

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668139
Author(s):  
Jallu Lindblom ◽  
Raija-Leena Punamäki ◽  
Marjo Flykt ◽  
Mervi Vänskä ◽  
Tapio Nummi ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Middle Childhood ◽  
Family Relationships ◽  
Affect Regulation ◽  
Defense Mechanisms ◽  
Self Awareness ◽  
Sense Of Security ◽  
Children's Emotion ◽  
Dysfunctional Relationships ◽  
Early Family

Early family relationships have been suggested to influence the development of children’s affect regulation, involving both emotion regulation and defense mechanisms. However, we lack research on the specific family predictors for these two forms of affect regulation, which have been conceptualized to differ in their functions and accessibility to consciousness. Accordingly, we examine how the (a) quality and (b) timing of family relationships during infancy predict child’s later emotion regulation and defense mechanisms. Parents ( N = 703) reported autonomy and intimacy in marital and parenting relationships at the child’s ages of 2 and 12 months, and the child’s use of emotion regulation and immature and neurotic defenses at 7 to 8 years. As hypothesized, the results showed that functional early family relationships predicted children’s efficient emotion regulation, whereas dysfunctional relationships predicted reliance on defense mechanisms in middle childhood. Further, results showed a timing effect for neurotic defenses, partially confirming our hypothesis of early infancy being an especially important period for the development of defense mechanisms. The findings are discussed from the viewpoints of attachment and family dynamics, emotional self-awareness, and sense of security.

scholarly journals ASSOCIATION AMONG EMOTIONAL INTELLIGENCE AND JOB SATISFACTION OF UNIVERSITY TEACHERS IN DISTRICT CHARSSADA, KHYBER PAKHTUNKHWA, PAKISTAN

2021 ◽  
Vol 9 (3) ◽  
pp. 1493-1503
Author(s):  
Shakila Malik ◽  
Asma Asma ◽  
Zafar Iqbal ◽  
Rahim Khan ◽  
Farooq Hussain
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Theoretical Perspective ◽  
Local Population ◽  
Sample Selection ◽  
Sampling Technique ◽  
Self Awareness ◽  
University Teachers ◽  
Organizational Features

Purpose of the research: To cope with the upcoming challenges in the contemporary work environment and especially in organizational features, Emotional intelligence (EI) and Job satisfaction (JS) are taken as main highly interested assumptions by researchers because of serving as a viable role in the personal and organizational life of personals. Methodology: Quantitative approach with a questionnaire as a research tool having 205 sample sizes was distributed among universities teacher’s in-district Charssada to collect the data. A random sampling technique was used for sample selection. KMO and Bartlett's Test for validity and Cronbach alpha for reliability were used respectively. Furthermore, statistical analysis was done by the researchers through descriptive statistics, t-test compression, and multiple regression analysis. Main Findings: The teacher’s emotional intelligence shown a significant positive correlation with JS. furthermore, various aspects of EI were also explored for correlation with Job satisfaction. Results showed that ‘‘emotion regulation (ER)’’ (B=.362, p<.05) and ‘‘Social skills (SS)’’ (B=.564, p <.05) and self-awareness(SA)’’ (B=0.096, p <.05) have a positive and significant relationship with JS. While the last dimension of emotional intelligence, social-awareness (So-A) (B=0 .30, p >.05) was not found to be related to job satisfaction. Furthermore, ‘emotion regulation (ER)’’ was found to be a suppressor variable in the present research. Applications of this study: The role of teachers’ emotional intelligence with the background to increase their job satisfaction level will be enlightening through this research. This study will also help university teachers to know their own emotions as well as the others, at the workplace. Results will help stimulate further research. Implications of the findings are discussed for academics and practitioners. Novelty/Originality of this study: The core message of this study based on the correlative link of job satisfaction and emotional intelligence is that more rational thoughts are needed rather than effective action for teacher’s better performance in the workplace. From a theoretical perspective, the mentioned study focuses on important constructs and taking into account that, limited research is found on these two notions in the Pakistani context. Finding the relationship of emotional intelligence with job satisfaction in public university teachers in Pakistan is the novelty of the study as the research on this spectrum in the local population has not been considered before.

How emotional intelligence relates to job satisfaction and burnout in public service jobs

2017 ◽  
Vol 84 (4) ◽  
pp. 729-745 ◽  
Author(s):  
Hyun Jung Lee
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Public Service ◽  
Public Management ◽  
Structural Equation ◽  
Equation Modeling ◽  
Self Awareness ◽  
Service Workers ◽  
Service Jobs

Public service workers require higher levels of emotional intelligence because most public service jobs involve emotionally intense work focused on service to the public. Moreover, such emotional work may lead to a high degree of burnout and job dissatisfaction, which directly relates to organizational outcomes. Focusing on public service workers, the present study investigates the relationships between the dimensions of emotional intelligence and job satisfaction, on the one hand, and the dimensions of emotional intelligence and burnout, on the other. In the sample of 167 public service workers in the US, using employed structural equation modeling, the findings reveal that emotion regulation is significantly and negatively related to burnout and that emotional self-awareness is significantly and positively related to job satisfaction. Points for practitioners This study contributes to understanding the relationship between the emotional intelligence dimension and burnout, and the emotional intelligence dimension and job satisfaction, in public service jobs. Emotional intelligence plays a significant role for public service workers whose work involves emotionally intense job characteristics. The findings show that training in emotional intelligence abilities may increase job satisfaction and decrease burnout. Practitioners and professionals working in public management and administration may consider measures of emotional intelligence, especially emotional self-awareness and emotion regulation, in the recruitment process to select potentially effective job applicants.

scholarly journals Affect and State Mindfulness

2021 ◽  
Author(s):  
Johannes Alfons Karl ◽  
Ronald Fischer
Keyword(s):  
Emotion Regulation ◽  
Negative Affect ◽  
Behavioral Inhibition ◽  
Emotional Processing ◽  
Future Research ◽  
Cognitive Resources ◽  
Distractor Task ◽  
Self Awareness ◽  
Affect Reactivity ◽  
Mindfulness Facets

Does individuals personality influence how mindful they are? In a pre-registered experiment, we investigated whether previously established relationships between Neuroticism, Behavioral Inhibition, and mindfulness are due to differences in negative affect reactivity. We expected participants high on Neuroticism/Behavioral Inhibition to show greater negative affect reactivity which in turn would reduce their mindful emotion regulation and self-awareness. We examined the change in mindfulness and affect of 331 participants after exposure to a negative affect stimuli and a distractor task. We found that while negative affect predicted lower Non-Judging and Acting with Awareness, negative affect reactivity did not mediate the relationship between Neuroticism/BIS and the mindfulness facets. Importantly, we only found effects of negative affect on mindfulness facets capturing self-awareness and emotion regulation but not general attention. This indicates that negative affect might shift cognitive resources to threat detection reducing resources available for emotional processing. While our proposed mechanism was not supported, our study holds important implications for clinical practice and future research on individual differences in mindfulness.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

Sign in / Sign up

Export Citation Format

Share Document