Emotional Expressivity, Emotion Regulation, and Mood in College Students: A Cross-Ethnic Study

2012 ◽  
Vol 40 (2) ◽  
pp. 319-330 ◽  
Author(s):  
Wei Lü ◽  
Zhenhong Wang
Keyword(s):  
College Students ◽  
Emotion Regulation ◽  
Minority Students ◽  
Ethnic Groups ◽  
Ethnic Minorities ◽  
Negative Emotion ◽  
Negative Mood ◽  
Emotional Expressivity ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies

Differences in emotional expressivity, emotion regulation, and mood among ethnic minorities college students in China were examined. Three questionnaires were administered to 370 college students representing Hui (15%), Uighur (14%), Mongolian (14%), Tibetan (17%) ethnic groups, and Han (40%). Tibetan students were found to have higher levels of negative emotional expressivity in comparison to Han, Uighur, Hui, and Mongolian students. Han students reported a higher level of emotion regulation than students from ethnic groups. Minority students, especially those of Tibetan ethnicity, reported a significantly higher level of negative mood than Han students. Together, these findings suggest that minority students experience more negative emotion and are less likely to adopt emotion regulation strategies than Han students. Among these ethnic groups, Tibetan students both express and experience more negative emotion than their counterparts.

Differentiate to Regulate: Low Negative Emotion Differentiation Is Associated With Ineffective Use but Not Selection of Emotion-Regulation Strategies

2019 ◽  
Vol 30 (6) ◽  
pp. 863-879 ◽  
Author(s):  
Elise K. Kalokerinos ◽  
Yasemin Erbas ◽  
Eva Ceulemans ◽  
Peter Kuppens
Keyword(s):  
Emotion Regulation ◽  
Negative Emotion ◽  
Experience Sampling ◽  
Well Being ◽  
Emotion Regulation Strategies ◽  
Emotion Differentiation ◽  
Sampling Studies ◽  
Regulation Strategies ◽  
Selection Of

Emotion differentiation, which involves experiencing and labeling emotions in a granular way, has been linked with well-being. It has been theorized that differentiating between emotions facilitates effective emotion regulation, but this link has yet to be comprehensively tested. In two experience-sampling studies, we examined how negative emotion differentiation was related to (a) the selection of emotion-regulation strategies and (b) the effectiveness of these strategies in downregulating negative emotion ( Ns = 200 and 101 participants and 34,660 and 6,282 measurements, respectively). Unexpectedly, we found few relationships between differentiation and the selection of putatively adaptive or maladaptive strategies. Instead, we found interactions between differentiation and strategies in predicting negative emotion. Among low differentiators, all strategies (Study 1) and four of six strategies (Study 2) were more strongly associated with increased negative emotion than they were among high differentiators. This suggests that low differentiation may hinder successful emotion regulation, which in turn supports the idea that effective regulation may underlie differentiation benefits.

Positive and Negative Emotion Goals in Psychopathology

2019 ◽  
pp. 36-49
Author(s):  
Yael Millgram ◽  
Maya Tamir
Keyword(s):  
Bipolar Disorder ◽  
Emotion Regulation ◽  
Psychiatric Disorders ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Emotion Regulation Strategies ◽  
Research And Practice ◽  
New Ideas ◽  
Regulation Strategies

Some forms of psychopathology involve deficits in emotion regulation. Whereas prior research has focused on identifying maladaptive emotion regulation strategies among people who are diagnosed with psychiatric disorders, this research focuses on identifying maladaptive emotion regulation goals. This chapter discusses preferences for sadness and happiness in clinical depression, a disorder characterized by the prevalence of negative emotions and the paucity of positive emotions. The chapter reviews empirical evidence suggesting that depressed individuals are more likely to direct emotion regulation toward increasing negative emotions rather than decreasing them. Next explored are possible maladaptive emotion regulation goals in other psychiatric disorders, including bipolar disorder. Finally discussed are the implications of these new ideas for research and practice in psychopathology.

scholarly journals Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies

2020 ◽  
Vol 12 (5) ◽  
pp. 2111 ◽  
Author(s):  
Natalio Extremera ◽  
Nicolás Sánchez-Álvarez ◽  
Lourdes Rey
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Personality Traits ◽  
Well Being ◽  
Subjective Well Being ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Ability Emotional Intelligence ◽  
Regulation Strategies

Based on a primary prevention perspective, the main purpose of this study was to examine the relationships between ability emotional intelligence, cognitive emotion regulation strategies, and well-being indicators (e.g., psychological well-being and satisfaction with life), controlling for sociodemographic variables and personality traits in our analyses. Three hundred and seventy-eight college students (123 males; 252 females; 3 unreported) participated voluntarily in this study. We predicted that ability emotional intelligence would be significantly and positively correlated with well-being outcomes, and that cognitive emotion regulation strategies would mediate the associations between ability emotional intelligence and well-being, controlling for sociodemographic and personality traits. Structural equation modelling estimated by bootstrap method indicated that two adaptive cognitive coping strategies were found to act as partial mediators between ability emotional intelligence and well-being indicators. Our findings provide preliminary support for theoretical work linking ability emotional intelligence, cognitive emotion regulation strategies, and well-being outcomes, and contribute to the understanding of how ability emotional intelligence is related to subjective well-being via specific cognitive emotion regulation strategies in college students.

scholarly journals Emotional Dysregulation Symptoms Based on Sensitivity to Punishment and Reward and Intensity Mediated by Emotion Regulation

2021 ◽  
Vol 9 (2) ◽  
pp. 153-164
Author(s):  
Mitra Aghajani ◽  
◽  
Mahshid Izadi ◽  
Noorali Farrokhi ◽  
Fariba Hassani ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Anxiety Disorder ◽  
Emotion Dysregulation ◽  
Negative Emotion ◽  
Emotional Dysregulation ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies ◽  
The Relationship ◽  
Sensitivity To Punishment ◽  
High Comorbidity

Objective: The emotion dysregulation model by Mennin and Fresco considers the high comorbidity of generalized anxiety disorder and major depressive disorder and pays special attention to their comorbidity. Additionally, due to the high comorbidity of social anxiety disorder as well as anxiety and mood disorders, this disorder was considered along with the last two disorders. This study aimed to assess a Conceptual Model of Emotional Dysregulation Symptoms Based on Sensitivity to Punishment and Reward and Intensity of Positive and Negative Emotions Mediated by Emotion Regulation Strategies in Students. Methods: In total, 189 students affiliated with the Sharif University were selected by random sampling method. Then, the Patient Health Questionnaire (PHQ-9), the Generalized Anxiety Disorder 7-item (GAD-7), the Social Interaction Anxiety Scale (SIAS), the Affect Intensity Measure (AIM), the Sensitivity to Punishment/Sensitivity to Reward Questionnaire (SPSRQ), the Difficulties in Emotion Regulation Scale (DERS), the Attention Control Scale (ATTC), the Experiences Questionnaire (EQ), the Emotion Regulation Questionnaire (ERQ), and the Responses to Positive Affect questionnaire (RPA) were distributed among them to collect the necessary data. The obtained data were analyzed by LISREL using structural equation modeling. Results: Pearson correlation coefficient data indicated a significant relationship between motivation components, positive and negative emotion regulation strategies, and the symptoms of emotion dysregulation. The results showed that the conceptual model of the research fitted with the collected data; accordingly, the positive and negative strategies of emotion regulation mediated the relationship between motivation and the symptoms of emotion dysregulation. Conclusion: The present research results supported the main hypothesis of the study. Thus, positive and negative emotion regulation strategies mediated the relationship between sensitivity to punishment and reward and the intensity of positive and negative emotion with the symptoms of emotion dysregulation.

scholarly journals Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies

2021 ◽  
Vol 11 (3) ◽  
pp. 87
Author(s):  
Bo Yang
Keyword(s):  
Emotion Regulation ◽  
Language Proficiency ◽  
English Language ◽  
Negative Emotion ◽  
Structured Interview ◽  
Emotion Regulation Strategies ◽  
Expressive Suppression ◽  
Academic Promotion ◽  
Efl Teachers ◽  
Regulation Strategies

Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.

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