Cheering My Friends Up: The Unique Role of Interpersonal Emotion Regulation Strategies in Social Competence

2021 ◽  
pp. 026540752110542
Author(s):  
Kyongboon Kwon ◽  
Belén López-Pérez
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Peer Group ◽  
Systematic Investigation ◽  
Fifth Grade ◽  
Affective Engagement ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Peer Nominations ◽  
Interpersonal Domain

A systematic investigation has been lacking regarding children’s deliberate regulation of others’ emotions which is labeled interpersonal emotion regulation (ER). Based on a theoretically derived model of Interpersonal Affect Classification, we examined children’s interpersonal ER strategy use in the peer group. Participants were 398 fourth and fifth grade children from the Midwestern United States. Children rated themselves regarding their use of intrapersonal and interpersonal ER strategies as well as attention to friends’ emotions. Teacher-report and peer nominations were used to assess social competence regarding prosocial behavior and emotion sharing. Awareness of and attention to friends’ emotions were positively and more strongly associated with interpersonal ER than intrapersonal ER. Children reported affective engagement most strongly followed by humor, cognitive engagement, and attention to improve friends’ feelings. Among the four interpersonal ER strategies, only affective engagement was uniquely associated with social competence; intrapersonal ER was not associated with social competence. The findings support the significance of broadening the focus of ER to the interpersonal domain to promote the development of children’s ER and social competence.

scholarly journals Comparison of Interpersonal and Intrapersonal Emotion Regulation Models in Explaining Depression and Anxiety Syndrome

2021 ◽  
Author(s):  
Mozhgan Lotfi ◽  
◽  
Mahdi Amini ◽  
Yasaman Shiasy ◽  
◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Emotional Disorders ◽  
Depression And Anxiety ◽  
Emotion Regulation Strategies ◽  
Cross Sectional ◽  
Statistical Population ◽  
Multi Stage ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Regulation Model

Background: Emotion regulation is an important meta-diagnosis construct and one of the common core and underlying dimensions of emotional disorders. Emotion regulation models are divided into two general categories of interpersonal and interpersonal models. Purpose: This study aimed to compare interpersonal and intrapersonal models of emotion regulation in predicting depression and anxiety syndromes in Tehran universities students. Method and material: The method of this study was cross-sectional. The statistical population of this study was all students of public universities in Tehran. Sampling was done using multi-stage cluster and the subjects were evaluated using Emotion Regulation Strategies Questionnaire, Interpersonal Emotion Regulation Questionnaire, Short Difficulty in Emotion Regulation Questionnaire and SCL-25 Questionnaire. Results: Findings showed that intrapersonal and interpersonal emotion regulation strategies have a significant role in explaining depression and anxiety syndrome. Between the two interpersonal and interpersonal emotion regulation models, the interpersonal emotion regulation model had a stronger and more significant effect on prediction of depression and anxiety syndrome (P <0.01). Conclusion: Both intrapersonal and interpersonal emotion regulation models have role in explanation of depression and anxiety syndromes and can be effective in predicting and treating emotional disorders.

Language teachers’ interpersonal learner-directed emotion-regulation strategies

2020 ◽  
pp. 136216882091235 ◽  
Author(s):  
Jakub Bielak ◽  
Anna Mystkowska-Wiertelak
Keyword(s):  
Emotion Regulation ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Change ◽  
Language Learner ◽  
Language Teachers ◽  
Emotion Regulation Strategies ◽  
Research Attention ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE ( n = 64: English-major learners) and semi-structured interviews with learners ( n = 16) and teachers ( n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.

scholarly journals Exploring “Sledging” and Interpersonal Emotion-Regulation Strategies in Professional Cricket

2018 ◽  
Vol 32 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Paul A. Davis ◽  
Louise Davis ◽  
Samuel Wills ◽  
Ralph Appleby ◽  
Arne Nieuwenhuys
Keyword(s):  
Emotion Regulation ◽  
Emotional Reaction ◽  
Emotional States ◽  
Emotion Regulation Strategies ◽  
Verbal Interactions ◽  
Semistructured Interviews ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Linguistic Analyses ◽  
The Impact

The present study examines cricketers’ perceptions of emotional interactions between competitors. Semistructured interviews with 12 male professional cricketers explored experiences (i.e., emotions, cognitions, behaviors) relating to incidents during competition where they or an opponent attempted to evoke an emotional reaction (e.g., sledging). Cricketers described their use of sledging as aggressive actions and verbal interactions with the aim of disrupting concentration and altering the emotional states of opponents. They described experiencing a variety of emotions (e.g., anxiety, anger) in response to opponents’ attempts at interpersonal emotion regulation; linguistic analyses indicated that both positive than negative emotions were experienced. A range of strategies in response to competitors’ deliberate attempts at interpersonal emotion regulation were outlined. The present study extends previous research investigating interpersonal emotion regulation within teams by indicating that professional cricketers are aware of the impact of cognitions and emotions on performance and attempt to negatively influence these factors in competitors.

scholarly journals Regulating own and teammates’ emotions prior to competition

2019 ◽  
pp. 5-15
Author(s):  
Andrew Friesen ◽  
Damian Stanley ◽  
Tracey Devonport ◽  
Andrew M. Lane
Keyword(s):  
Emotion Regulation ◽  
Self Efficacy ◽  
Emotion Regulation Strategies ◽  
Athletic Competition ◽  
Difference Variable ◽  
Individual Difference Variable ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Reporting Frequency

We examined intra- and interpersonal emotion regulation in the hour prior to athletic competition. Specifically, we investigated the extent to which differences between experienced and desired emotions were related to emotion regulation processes. Participants (n = 114) from team/doubles sport rated their experienced and desired emotions before a recent competition, and listed strategies used to regulate emotions reporting frequency, effectiveness, and self-efficacy for each strategy used. They followed the same procedure in relation to perceived emotions in a teammate. Results show athletes who experienced emotions close to their desired states reported significantly higher regulatory emotional self-efficacy than those further from their desired states. Further, their emotion regulation strategies were used more frequently and were more effective. Qualitative results indicated that participants attempted to regulate similar emotions in themselves and others, but used different strategies to accomplish these tasks to different degrees of frequency. The findings highlight the role of self-efficacy in emotion regulation; an individual difference variable which merits attention in future emotion regulation interventions.

scholarly journals Using multilevel modeling to characterize interpersonal emotion regulation strategies and psychopathology in female friends

2020 ◽  
Author(s):  
Kara Alise Christensen ◽  
Ilana Seager van Dyk ◽  
Sarah V. Nelson ◽  
Michael Vasey
Keyword(s):  
Emotion Regulation ◽  
Predictive Power ◽  
Interactive Effect ◽  
Positive Association ◽  
Well Being ◽  
Expressive Suppression ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Multi Level ◽  
Unique Predictor

Although people frequently rely on others to help manage affect, it is unknown the extent to which interpersonal emotion regulation (ER) strategies are similar to intrapersonal ER or have incremental predictive power for psychopathology. Female friend dyads (N = 120) completed questionnaires assessing habitual intrapersonal and interpersonal ER strategy use and symptoms of psychopathology. We utilized multi-level models entering respondent’s perceived reception of interpersonal ER, friend’s perceived provision of interpersonal ER, and the interaction between the two, covarying for respondent’s intrapersonal ER, to predict respondent psychopathology. There was a positive association with psychopathology for friend provision of brooding rumination and a negative association for friend provision of cognitive reappraisal, suggesting incremental effects (in the same direction) of interpersonal ER. There was an interactive effect for interpersonal expressive suppression, such that when friends provided low-to-average levels of suppression (&lt; 50.41st percentile), respondent-reported reception of suppression was positively associated with respondent psychopathology. When friends provided average-to-high levels of suppression (&gt; 50.41st percentile), there was no association between respondent report and psychopathology. Results suggest that although interpersonal ER may function similarly to intrapersonal ER, it is a unique predictor of well-being. This underscores the necessity of evaluating interpersonal ER to understand regulation processes.

Emotion Sharing in Preadolescent Children: Divergence From Friendships and Relation to Prosocial Behavior in the Peer Group

2021 ◽  
pp. 027243162110160
Author(s):  
Kyongboon Kwon ◽  
Jessica B. Willenbrink ◽  
Madeline N. Bliske ◽  
Bridget G. Brinckman
Keyword(s):  
United States ◽  
Social Competence ◽  
Prosocial Behavior ◽  
Peer Group ◽  
Emotional Experience ◽  
Self Report ◽  
Midwestern United States ◽  
Preadolescent Children ◽  
Children's Emotion ◽  
Peer Nominations

We examined the extent to which children’s emotion-sharing relationships were unique from friendships. We also examined the association between emotional experience and emotion sharing as well as the association between emotion sharing and prosocial behavior. Participants were 456 children ( Mage = 10.6 years) from the Midwestern United States. Peer nominations and self-report were used to assess study constructs. Despite considerable convergence between friendships and emotion-sharing relationships, children did not share emotions with 31% of close friends and 20% of emotion-sharing partners were not close friends, indicating divergence of the two relationships. Experience of happiness was positively associated with emotion sharing; emotion sharing was positively associated with prosocial behavior. Compared with boys, girls identified more partners and more same-gender peers for emotion-sharing relationships and they shared feelings with friends to a greater extent. We discussed emotion sharing as a compelling means for the development of children’s affective and social competence.

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