scholarly journals Kesabaran dalam Regulasi Emosi pada Santri di SMA Al Muqoddasah

2021 ◽  
Vol 4 (2) ◽  
pp. 109-126
Author(s):  
Shafira Dzata Shabrina Wulandari ◽  
Ari Khusumadewi
Keyword(s):  
Emotion Regulation ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Positive Emotions ◽  
Male Student ◽  
Reduction Techniques ◽  
Parents And Children ◽  
Phenomenological Research Design ◽  
Using Data ◽  
Data Collection Technique

This study aims to empirically determine the emotional regulation of students at Al Muqoddasah High School, which focuses on the aspects of emotional regulation, factors that influence emotional regulation, and the patience of students. This research is a qualitative research with a study focused on emotion regulation and uses a phenomenological research design, and uses a Gross’s theory of emotion regulation as a reference in the analysis. The subjects of this study were one male student and one female student. The data collection technique is done by interview and documentation methods. Meanwhile, data analysis was performed using data reduction techniques, data presentation, verification, and conclusion drawing. The results of this study are the differences in aspects and emotional regulation factors possessed by the two students, as well as patience in dealing with existing problems. This study provides an overview of aspects of emotion regulation that affect the way students regulate their emotions; factors that affect emotion regulation such as the relationship between parents and children, gender, and interpersonal relationships; and patience of students as a form of regulation of positive emotions of students in dealing with the problems they have The conclusion of this study is that both students have aspects of emotional regulation and factors that influence emotional regulation, although both of these indicators are not owned by both of them as a whole, and the patience possessed by both students is not completely perfect.

scholarly journals VALIDATION OF THE SERBIAN ADAPTATION OF THE EMOTION REGULATION QUESTIONNAIRE (ERQ)

2016 ◽  
Vol 9 (1) ◽  
pp. 63 ◽  
Author(s):  
Stanislava Popov ◽  
Bojan Janičić ◽  
Bojana Dinić
Keyword(s):  
Emotion Regulation ◽  
Positive Affect ◽  
Emotional Regulation ◽  
Emotional Response ◽  
Process Model ◽  
Positive Emotions ◽  
Emotion Suppression ◽  
Method Effect ◽  
Before And After ◽  
Two Factors

The aim of this study is to examine validity of a Serbian adaptation of the Emotional Regulation Questionnaire (ERQ: Gross & John, 2003). ERQ was based on Gross’ Process Model of Emotion Regulation, according to which emotion regulation can occur before and after the occurrence of emotional response. The questionnaire measures two strategies of emotional regulation: Cognitive Reappraisal (CR), which occurs before emotional response is fully generated and refers to reinterpretation of emotionally evoking situation, and Emotion Suppression (ES), which refers to regulation of already formed emotional response. In Study 1, carried out on 623 participants from the general population (35.5% male, mean age 27.97), a factor structure of the ERQ was examined. The results of a confirmatory factor analysis indicated that the best model assumes two factors – ES and CR, while CR had a bifactor structure. A part of the CR variance could be attributed to the method effect mainly derived from the items related to reappraisal of positive emotions. In Study 2, carried out on a sample of 223 students (30.5% male), divergent validity of the ERQ was examined in respect to correlation with the HEXACO dimensions of personality and the dimensions of affect. The correlations with the ERQ raw scores as well as the scores with the method effect partialled out were examined. Although the correlations with the partialized scores were slightly higher, generally, they were not different from the correlations with the raw scores. In other words, the method effect was practically negligible. ES was negatively related to Emotionality, Extraversion, and Positive Affect. CR was positively related to Extraversion and Positive Affect, and negatively to Negative Affect, confirming validity of the ERQ.

scholarly journals Development, factorial structure and reliability of the Multidimensional Scale of Emotional Regulation for Adolescents (MSERA): Preliminary analysis

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Raquel Rodriguez-Alcantara ◽  
Blanca E. Barcelata
Keyword(s):  
Factor Analysis ◽  
Emotion Regulation ◽  
Emotional Regulation ◽  
Emotion Dysregulation ◽  
Positive Emotions ◽  
Theoretical Models ◽  
Cognitive Change ◽  
Factorial Structure ◽  
Emotion Identification ◽  
Cognitive Component

The evaluation of emotion regulation has been focused on the cognitive component and the emotion dysregulation. However, it is also important to include emotion identification and modulation of the response for the evaluation of the regulatory process. The aim of this study was to develop a multidimensional measure of emotion regulation process in adolescents and to examine its factorial structure and reliability. An instrumental study was performed with 887 Mexican adolescents aged 13 to 18. A preliminary version of the Multidimensional Scale of Emotion Regulation for Adolescents (MSERA) was developed based on focus groups and considering the assumptions of the theoretical models. The exploratory factor analysis yielded 56 items distributed in eight factors: Recognition of positive emotions, Expression of positive emotions, Emotional control, Suppression, Cognitive change, Physical reactions, Recognition of negative emotions and Difficulty to regulate. A confirmatory factor analysis using the Robust Unweighted Least Squares, corroborated the initial solution of eight factors and showed acceptable fit indexes, considering 47 items. Ordinal alpha coefficients obtained for the factors of the final model, indicated a good internal consistency (.85-.95). Results suggest that the MSERA can be used as a valid and reliable measure of emotion regulation in adolescents.

scholarly journals KOMUNIKASI ANTAR PRIBADI ORANG TUA DENGAN ANAK KETERBELAKANGAN MENTAL

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Syisva Nurwita
Keyword(s):  
Mental Retardation ◽  
Interpersonal Communication ◽  
Participant Observation ◽  
Mentally Retarded ◽  
Know How ◽  
Parents And Children ◽  
Mentally Retarded Children ◽  
Using Data ◽  
Data Collection Technique ◽  
Depth Interviews

This research is entitled Interpersonal Communication of Parents with Children who Have Mental Retardation. In this research, the researcher wants to know how communication is used by parents with mental retardation. The aim of this research is to describe the interpersonal communication that is used in communicating with mentally retarded children. This research is a descriptive qualitative study using data collection technique that uses the technique of participant observation, in-depth interviews, and documentation. The result of this study shows that the interpersonal communication of parents with children who have mental retardation is interpersonal communication through verbal and non-verbal communication. The interpersonal communication is the most appropriate communication of parents of mentally retarded children because the interpersonal communication uses multiple stages, including contacts, involvement, and familiarity. The interpersonal communication is used for children with mental retardation can complete tasks the duties of the development of a normal child of his age.Keywords: Interpersonal Communication, Parents and Children, Mental Retardation

Music performance anxiety and pre-performance emotions in the light of psychology of emotion and emotion regulation

2020 ◽  
pp. 030573562096115
Author(s):  
Julia Kaleńska-Rodzaj
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Process Model ◽  
Positive Emotions ◽  
Psychological Intervention ◽  
Music Performance ◽  
Performance Anxiety ◽  
Research Literature ◽  
Music Performance Anxiety ◽  
Clear Cut

The aim of this review article is to show the benefits of broadening the understanding of the mechanism and treatment of music performance anxiety (MPA) using the knowledge of psychology of emotion and emotional regulation. A review of research literature on the emotional state of the musician during public performances and emotion regulation techniques fosters integration of various approaches: clinical psychology, performance psychology, positive psychology, and psychology of emotion and emotional regulation. Different ways of defining the phenomenon (MPA, optimal arousal, positive emotions, and mixed emotions) imply different directions of psychological intervention. The process model of emotion regulation developed by James J. Gross has been chosen because it is a clear-cut theoretical framework, enabling the integration of a number of theories and the development of comprehensive practical interventions. The benefit of the article is presenting the assumptions of the model, as well as knowledge of emotions and emotional regulation, to the context of musician’s psychological training and the performance preparation process.

scholarly journals A scoping review on emotion regulation mechanisms employed in the control of Dharaneeya vegas (emotions that should be restrained) in light of Modern psychology and Ayurveda

2021 ◽  
Vol 12 (3) ◽  
pp. 495-499
Author(s):  
Aswathy V ◽  
Abhilash M
Keyword(s):  
Emotion Regulation ◽  
Scoping Review ◽  
Emotional Regulation ◽  
Positive Emotions ◽  
Cognitive Change ◽  
Database Search ◽  
Response Modulation ◽  
Modern Psychology ◽  
Regulation Mechanisms ◽  
Attention Deployment

Experiencing positive emotions are now becoming one among the highest virtues. It becomes important for individuals to develop emotional intelligence competencies. There are many ways through which positive emotions can be reinforced. Modern psychology also encourages cultivation of emotional regulation capacity. This article describes modern as well as Ayurvedic mechanisms for emotional regulation to cultivate healthy emotion regulation competency. After database search from PUBMED, total 14 articles, 11 from modern psychiatry and 3 Ayurveda were reviewed and following results are obtained. There are five instances in which emotion regulation may occur: Situation Selection, Situation Modification, Attention Deployment, Cognitive Change and Response Modulation. Ayurveda observes that the main reason for mental disequilibrium is taking extreme or minimal stance in mano-arthas. Ayurveda perceive that dhee, dhriti and smrithi are tripods that helps a person regulate his inclination towards mano-arthas. Ayurveda advices certain conducts to be followed by every person irrespective of Manasa prakriti. Ayurveda insist to control certain urges and those urges are termed as dharaneeya vegas. It preached some conducts to strengthen dhee, dhrithi and smrithi and they can be collectively called sadvrittam. Sadvrittam advocates human to always engage in learning (education) all existing science, persuades a person with ultimate aim of salvation by following right conduct, incentivisation with incentives health and prosperity, coercion through fear of diseases, rebirths, bad offspring’s, training through detachment, restriction by morality, environmental restructuring by execution in community level, modelling by showing aptas and enablement by teaching it to every one irrespective of inequality.

Feasibility study of technology-enabled prevention intervention for children and families (Preprint)

2019 ◽  
Author(s):  
Nikki Theofanopoulou ◽  
Katherine Isbister ◽  
Julian Edbrooke-Childs ◽  
Petr Slovák
Keyword(s):  
Emotion Regulation ◽  
Pilot Study ◽  
Low Cost ◽  
Digital Camera ◽  
Well Being ◽  
Structured Interview ◽  
Object A ◽  
Intervention Delivery ◽  
Parents And Children

BACKGROUND A common challenge within psychiatry and prevention science more broadly is the lack of effective, engaging, and scale-able mechanisms to deliver psycho-social interventions for children, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. OBJECTIVE The aim of this pilot study was to examine the feasibility of in-situ deployments of a low-cost, bespoke prototype, which has been designed to support children’s in-the-moment emotion regulation efforts. This prototype instantiates a novel intervention model that aims to address the existing limitations by delivering the intervention through an interactive object (a ‘smart toy’) sent home with the child, without any prior training necessary for either the child or their carer. This pilot study examined (i) engagement and acceptability of the device in the homes during 1 week deployments; and (ii) qualitative indicators of emotion regulation effects, as reported by parents and children. METHODS In this qualitative study, ten families (altogether 11 children aged 6-10 years) were recruited from three under-privileged communities in the UK. The RA visited participants in their homes to give children the ‘smart toy’ and conduct a semi-structured interview with at least one parent from each family. Children were given the prototype, a discovery book, and a simple digital camera to keep at home for 7-8 days, after which we interviewed each child and their parent about their experience. Thematic analysis guided the identification and organisation of common themes and patterns across the dataset. In addition, the prototypes automatically logged every interaction with the toy throughout the week-long deployments. RESULTS Across all 10 families, parents and children reported that the ‘smart toy’ was incorporated into children’s emotion regulation practices and engaged with naturally in moments children wanted to relax or calm down. Data suggests that children interacted with the toy throughout the duration of the deployment, found the experience enjoyable, and all requested to keep the toy longer. Child emotional connection to the toy—caring for its ‘well-being’—appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. CONCLUSIONS This is the first known study investigation of the use of object-enabled intervention delivery to support emotion regulation in-situ. The strong engagement and qualitative indications of effects are promising – children were able to use the prototype without any training and incorporated it into their emotion regulation practices during daily challenges. Future work is needed to extend this indicative data with efficacy studies examining the psychological efficacy of the proposed intervention. More broadly, our findings suggest the potential of a technology-enabled shift in how prevention interventions are designed and delivered: empowering children and parents through ‘child-led, situated interventions’, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.

scholarly journals Emotional Eating in Adolescence: Effects of Emotion Regulation, Weight Status and Negative Body Image

Nutrients ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 79
Author(s):  
Lenka H. Shriver ◽  
Jessica M. Dollar ◽  
Susan D. Calkins ◽  
Susan P. Keane ◽  
Lilly Shanahan ◽  
...  
Keyword(s):  
Body Image ◽  
Emotion Regulation ◽  
Emotional Regulation ◽  
Emotional Eating ◽  
Weight Status ◽  
Normal Weight ◽  
Linear Regression Models ◽  
Obesity Risk ◽  
Negative Body Image ◽  
Increased Risk

Emotional eating is associated with an increased risk of binge eating, eating in the absence of hunger and obesity risk. While previous studies with children and adolescents suggest that emotion regulation may be a key predictor of this dysregulated eating behavior, little is known about what other factors may be influencing the link between emotional regulation and emotional eating in adolescence. This multi-method longitudinal study (n = 138) utilized linear regression models to examine associations between childhood emotion regulation, adolescent weight status and negative body image, and emotional eating at age 17. Emotion regulation predicted adolescent emotional eating and this link was moderated by weight status (β = 1.19, p < 0.01) and negative body image (β = −0.34, p < 0.01). Higher engagement in emotional eating was predicted by lower emotional regulation scores among normal-weight teens (β = −0.46, p < 0.001) but not among overweight/obese teens (β = 0.32, p > 0.10). Higher scores on emotion regulation were significantly associated with lower emotional eating at high (β = −1.59, p < 0.001) and low (β = −1.00, p < 0.01) levels of negative body image. Engagement in emotional eating was predicted by higher negative body image among overweight/obese teens only (β = 0.70, p < 0.001). Our findings show that while better childhood emotion regulation skills are associated with lower emotional eating, weight status and negative body image influence this link and should be considered as important foci in future interventions that aim to reduce emotional eating in adolescence.

scholarly journals From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

2021 ◽  
Vol 13 (13) ◽  
pp. 7263
Author(s):  
Aaron Rillo-Albert ◽  
Unai Sáez de Sáez de Ocáriz ◽  
Antoni Costes ◽  
Pere Lavega-Burgués
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Well Being ◽  
School Students ◽  
Motor Action ◽  
Pedagogical Intervention ◽  
Validated Questionnaires ◽  
Associative Strategy

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

Inducing Amusement in the Laboratory and Its Moderation by Experiential Approach

2021 ◽  
pp. 003329412110079
Author(s):  
Danette Abernathy ◽  
Robert D. Zettle
Keyword(s):  
Emotion Regulation ◽  
College Student ◽  
Negative Affect ◽  
Regression Models ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Mood ◽  
Relative Ability ◽  
Experiential Approach ◽  
Dispositional Differences

The relative ability of four comedic sketches to induce amusement in the laboratory and its moderation by dispositional differences in experiential approach as a form of positive emotion regulation were investigated. College student participants reported significant and equivalent diminished levels of negative affect relative to baseline following each sketch, while the level of positive affect induced by The Office exceeded that elicited by two of the three other sketches as well as by a top-ranked French comedic film clip. Regression models indicated that the two subscales of the Experiential Approach Scale and their interaction accounted for significant variability in negative mood reductions following the sketches. Unexpectedly, college student participants who enjoyed the greatest decrement in negative affect reported a regulation style in which anxiously clinging to positive emotions dominates over sustaining and savoring them. The limitations of this project and implications of its findings for laboratory inductions of amusement, as well as further investigations of its possible moderation by experiential approach as form of positive emotion regulation are discussed.

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