The Mediating Role of Implicit and Explicit Emotion Regulation in the Relationship Between Academic Emotions and Approaches to Learning

2019 ◽  
Vol 207 (8) ◽  
pp. 683-692 ◽  
Author(s):  
Christos Rentzios ◽  
Spiridon Kamtsios ◽  
Evangelia Karagiannopoulou
Keyword(s):  
Emotion Regulation ◽  
Approaches To Learning ◽  
Academic Emotions ◽  
Mediating Role ◽  
Implicit And Explicit ◽  
The Relationship

scholarly journals The Mediating Role of Impulsivity and Experiential Avoidance in the Relationship between Emotion Regulation and Pornography Viewing in Married Men

2020 ◽  
Vol 8 (4) ◽  
pp. 287-296
Author(s):  
Arezoo Khaleghian ◽  
◽  
Ilnaz Sajjadian ◽  
Maryam Fatehizade ◽  
Gholamreza Manshaei ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Experiential Avoidance ◽  
Short Form ◽  
Total Sample ◽  
Mediating Role ◽  
Married Men ◽  
Positive Direct ◽  
Study Participants ◽  
The Relationship

Objective: The present study aimed to predict the tendency to Internet Pornography Viewing (IPV) in married men based on difficulty in Emotion Regulation (ER) with the mediating role of impulsivity and experiential avoidance. Methods: The study participants were recruited via advertising banners posted on some of the most popular social networking applications in Iran. A total sample of 123 married men in Isfahan City, Iran, participated in the study. The study participants completed the Pornography Craving Questionnaire (PCQ), the Short-form version of Difficulties in Emotion Regulation Scale (DERS-SF), the Acceptance and Action Questionnaire-II (AAQ-II), and Barratt Impulsiveness Scale (BIS-15) through the internet. The collected data were analyzed in SPSS using descriptive statistics (Mean±SD) and correlation tests. For analyzing the study model, the PLS-SEM technique was performed in WarpPLS. Results: The current research results indicated that difficulties in ER provided a positive direct effect on the tendency to IPV (β=0.37, P<0.01). The results also revealed that impulsivity (β=0.64, P<0.01) and experiential avoidance (β=0.71, P<0.01) played mediating roles between difficulties in ER and the tendency to IPV. The model presented a good fit with the data (AVIF=2.88, GOF=0.63, SPR=1, RSCR=1, SSR=1, NLBCDR=1). Conclusion: Difficulties in ER, impulsivity, and experiential avoidance play important roles in the tendency to IPV. Impulsivity and experiential avoidance, as two modes of ER, can mediate the relationship between difficulties in ER and the tendency to IPV; therefore, they should be taken into consideration in this regard.

scholarly journals The Relationship Between Difficulty in Emotion Regulation and Alexithymia With Hostile Attribution Bias and Anger in in Adolescent Boys With High Bullying: a Path Analysis

2022 ◽  
Author(s):  
majid yousei afrashteh ◽  
parinaz hanifeh
Keyword(s):  
Emotion Regulation ◽  
Path Analysis ◽  
Hostile Attribution Bias ◽  
Adolescent Boys ◽  
Hostile Attribution ◽  
Mediating Role ◽  
Attribution Bias ◽  
Bullying Interventions ◽  
The Relationship

Abstract IntroductionAdolescence is one of the critical stages and the period of evolution of human physical and mental development that occurs between childhood and youth. Successful completion of this course plays a role in mental health and personality. The aim of this study was to investigate the role of Difficulty in Emotion Regulation and Alexithymia with Hostile attribution bias and Anger in adolescent boys with bullying, which plays an important role in developmental outcomes in adolescents. Methods345 male students in Zanjan, iran participated in this study.To measure self-reporting tools, Gertz and Roemer(2004) Difficulty in emotion regulation Questionnaire, Toronto Alexithymia Questionnaire(TAS-20), McBril, Milich & Handley (2003 hostile attribution bias Questionnaire, and Eiseng and Glenn Wilson (2003) Aggression Questionnaire(2009) were evaluated. Path analysis method was used to analyze the causal model. The results show a good fit of the model with the experimental data. ResultsThe results also showed a direct and significant effect between anger and Difficulty in Emotion Regulation (β =0.19, p <0.05), Alexithymia (β = 0.17, p <0.05) and Hostile attribution bias in male adolescents (β =0.32, p<0.05) with high bullying. As well the mediating role of Hostile attribution bias in the relationship between Difficulties in emotion regulation with anger is significant (β = 0.32). Moreover the mediating role of Hostile attribution bias in the relationship between Alexithymia with anger is significant (β = 0.20). ConclusionThese results contribute to the theoretical knowledge of how Alexithymia and hostile attribution bias affect anger in adolescent populations. The findings supported the mediating role of hostile attribution bias in the relationship between Difficulty in Emotion Regulation and Alexithymia with anger in adolescents. All three predictor variables are trainable and can be used in anger reduction and bullying interventions in adolescents.

scholarly journals Emotional Regulation and Depression: A Potential Mediator between Heart and Mind

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Angelo Compare ◽  
Cristina Zarbo ◽  
Edo Shonin ◽  
William Van Gordon ◽  
Chiara Marconi
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Emotion Suppression ◽  
Emotion Focused Therapy ◽  
Mediating Role ◽  
Physical Disorders ◽  
Regulation Strategies ◽  
Heart And Mind ◽  
The Relationship

A narrative review of the major evidence concerning the relationship between emotional regulation and depression was conducted. The literature demonstrates a mediating role of emotional regulation in the development of depression and physical illness. Literature suggests in fact that the employment of adaptive emotional regulation strategies (e.g., reappraisal) causes a reduction of stress-elicited emotions leading to physical disorders. Conversely, dysfunctional emotional regulation strategies and, in particular, rumination and emotion suppression appear to be influential in the pathogenesis of depression and physiological disease. More specifically, the evidence suggests that depression and rumination affect both cognitive (e.g., impaired ability to process negative information) and neurobiological mechanisms (e.g., hypothalamic pituitary adrenal axis overactivation and higher rates of cortisol production). Understanding the factors that govern the variety of health outcomes that different people experience following exposure to stress has important implications for the development of effective emotion-regulation interventional approaches (e.g., mindfulness-based therapy, emotion-focused therapy, and emotion regulation therapy).

scholarly journals Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement

2021 ◽  
Vol 18 (10) ◽  
pp. 5434
Author(s):  
Sergio Mérida-López ◽  
Natalio Extremera ◽  
Maria José Chambel
Keyword(s):  
Emotion Regulation ◽  
Beginning Teachers ◽  
Well Being ◽  
Occupational Commitment ◽  
Self And Other ◽  
Mediating Role ◽  
Mediator Role ◽  
The Relationship ◽  
Study Engagement

This investigation aimed to explore the mediator role of study engagement (i.e., study vigor and dedication) in the association between self- and other-focused emotion regulation abilities and occupational commitment in a sample of pre-service teachers. The sample was comprised of 249 students (65.5% female; Mage = 27 years) of a master’s degree in teacher training for secondary education. Results showed the relationship between self-focused emotion regulation ability and occupational commitment to be fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Although these findings warrant prospective replication, they provide evidence that development of self-focused emotion regulation skills (rather than other-focused skills) may facilitate occupational commitment among beginning teachers through desirable states that facilitate energy and reduce the likelihood of fatigue at work. These results are discussed in terms of their practical implications for developing interventions to improve pre-service teachers’ well-being and commitment.

Sign in / Sign up

Export Citation Format

Share Document