scholarly journals Influence of Ego Depletion on Individual Forgiveness in Different Interpersonal Offense Situations

2021 ◽  
Vol 12 ◽  
Author(s):  
Yangen Zhou ◽  
Lihua Zhao ◽  
Yibo Yang ◽  
Xianmin Liu
Keyword(s):  
Stroop Task ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Self Regulation ◽  
Ego Depletion ◽  
Psychological Resources ◽  
Consistent Effect ◽  
Regulation Function ◽  
And Behavior ◽  
Different Levels

Forgiveness, as an important content in the field of morality, means that the offended person overcomes the negative emotion, cognition, and behavior toward the offender and replaces it with positive emotion, cognition, and behavior. Based on the theory of the limitation of psychological resources, ego depletion (ED) will lead to the weakening of self-regulation function, thus making some immoral behaviors, which is not conducive to individual forgiveness. In order to explore the influence of ED on individual forgiveness in different interpersonal offense situations, this study used the Stroop task to manipulate the level of ED and used imaginary situations to distinguish offending situations. We found that the level of forgiveness in a serious offense situation was significantly lower than that in a mild offense situation, p < 0.001, partial η2 = 0.158. In different interpersonal offense situations, ED has different effects on forgiveness. In the severe offense situation, the forgiveness level of high-ED individuals was significantly lower than that of the low-ED individuals, p = 0.023, partial η2 = 0.144; in the mild offense situation, the forgiveness level of high-ED individuals was significantly higher than that of low-ED individuals, p = 0.029, partial η2 = 0.140. The results showed that different levels of ED have no consistent effect on forgiveness in different interpersonal offense situations; high ED hinders individual forgiveness in serious offense situations but can promote individual forgiveness in mild offense situations.

Implicit Positive Emotion Counteracts Ego Depletion

2010 ◽  
Vol 38 (7) ◽  
pp. 919-928 ◽  
Author(s):  
Jun Ren ◽  
Lingyun Hu ◽  
Hongying Zhang ◽  
Zihui Huang
Keyword(s):  
Positive Emotion ◽  
Positive Emotions ◽  
Self Regulation ◽  
Ego Depletion ◽  
Psychological Resources ◽  
Positive Stimuli

Previous researchers have shown that individual acts of self-regulation deplete individual psychological resources, resulting in poor subsequent self-regulation and ego depletion. It has also been shown that to counteract ego depletion, besides getting enough sleep or rest, positive emotions are important. In this study we aimed to establish whether or not implicit positive emotion is important in countering ego depletion. In 2 experiments measuring the duration of self-regulation after implicit positive emotion it was found that self-regulation counteracts ego depletion. Participants in an ego-depleted condition were exposed to subliminal positive stimuli and they persisted in subsequent self-regulation longer than another group of participants who were exposed to subliminal neutral stimuli.

scholarly journals The Resource Replenishment Function of Interest

2011 ◽  
Vol 2 (6) ◽  
pp. 592-599 ◽  
Author(s):  
Dustin B. Thoman ◽  
Jessi L. Smith ◽  
Paul J. Silvia
Keyword(s):  
Positive Affect ◽  
Positive Emotion ◽  
Self Regulation ◽  
Cognitive Resources ◽  
Approach Motivation ◽  
Psychological Resources ◽  
Coping Resource ◽  
Activity Engagement ◽  
Interesting Task

Interest is a positive emotion associated with increased approach motivation, effort, attention, and persistence. Although experiencing interest promotes behaviors that demand cognitive resources, interest is as a coping resource in frustrating learning situations and is central to self-regulation and sustained motivation. Positive affect, in general, tends to replenish resources, but based on the functions of interest and what interest promotes we suggest that interest, in particular, promotes greater resource replenishment. Across three experiments, experiencing interest during activity engagement (Studies 1 and 2), even when interest is activated via priming (Study 3), caused greater effort and persistence in subsequent tasks than did positive affect. This effect occurred only when participants' psychological resources were previously depleted (Study 1). Paradoxically, engaging an interesting task replenished resources (vs. positive and neutral tasks) even though the interesting task was more complex and required more effort.

scholarly journals Ways of coping with lockdown during COVID-19 pandemic: Positive approach to the analysis

2021 ◽  
Vol 21 (3) ◽  
pp. 326-333
Author(s):  
Svetlana V. Frolova ◽  
◽  
Khristina A. Vysotskaya ◽  
Keyword(s):  
Human Life ◽  
Self Regulation ◽  
Well Being ◽  
Subjective Assessment ◽  
Psychological Resources ◽  
Potential Threat ◽  
Positive Approach ◽  
Ways Of Coping ◽  
And Behavior ◽  
Global Uncertainty

This research is a response to topical objectives of studying adjustment abilities of human psyche in the situations of global uncertainty and potential threat to human life. The research is aimed at the insight into the ways of coping with lockdown during COVID-19 pandemic. The goal was achieved within the positive approach employed to find psychological resources that encourage successful and subjectively satisfactory solution to a difficult life situation. The research is based on the author’s psychological questionnaire with the use of quantitative scale of subjective assessment. The questionnaire helped gather information about the influence of lockdown on the psychological well-being and about the changes in human character and behavior. The study involved 306 people (246 women and 60 men) aged 18 to 67. The authors revealed that satisfaction with one’s well-being during lockdown positively correlates with the ability to see positive aspects of a situation, with learning new methods of self-regulation, with new interests, with encouraging one’s own creativity and sense of humor, with willingness to enjoy opportunity to finish things that were once postponed, with aspiration to understand oneself and other people and to experience the sense of unity with the whole world.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

The Ego Could Be Depleted, Providing Initial Exertion Is Depleting

2017 ◽  
Vol 48 (4) ◽  
pp. 242-245 ◽  
Author(s):  
Junhua Dang ◽  
Ying Liu ◽  
Xiaoping Liu ◽  
Lihua Mao
Keyword(s):  
Stroop Task ◽  
Meta Analysis ◽  
Ego Depletion ◽  
Current Experiment ◽  
The Past ◽  
Depletion Effect

Abstract. The ego depletion effect has been examined by over 300 independent studies during the past two decades. Despite its pervasive influence, recently this effect has been severely challenged and asserted to be a fake. Based on an up-to-date meta-analysis that examined the effectiveness of each frequently used depleting task, we preregistered the current experiment with the aim to examine whether there would be an ego depletion effect when the Stroop task is used as the depleting task. The results demonstrated a significant ego depletion effect. The current research highlights the importance of the depleting task’s effectiveness. That is to say, the “ego” could be “depleted,” but only when initial exertion is “depleting.”

Review of Self-regulation of the Brain and Behavior.

1985 ◽  
Vol 30 (12) ◽  
pp. 999-999
Author(s):  
Gerald S. Wasserman
Keyword(s):  
Self Regulation ◽  
Brain And Behavior ◽  
And Behavior ◽  
The Brain

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

Maternal and paternal unsupportive parenting and children's externalizing symptoms: The mediational role of children's attention biases to negative emotion

2021 ◽  
pp. 1-17
Author(s):  
Patrick T. Davies ◽  
Morgan J. Thompson ◽  
Jesse L. Coe ◽  
Melissa L. Sturge-Apple
Keyword(s):  
Developmental Psychopathology ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Externalizing Symptoms ◽  
Family Adversity ◽  
Children's Attention ◽  
Specific Association ◽  
Mediational Role ◽  
And Behavior

Abstract This study examined children's duration of attention to negative emotions (i.e., anger, sadness, fear) as a mediator of associations among maternal and paternal unsupportive parenting and children's externalizing symptoms in a sample of 240 mothers, fathers, and their preschool children (Mage = 4.64 years). The multimethod, multi-informant design consisted of three annual measurement occasions. Analysis of maternal and paternal unsupportive parenting as predictors in latent difference changes in children's affect-biased attention and behavior problems indicated that children's attention to negative emotions mediated the specific association between maternal unsupportive parenting and children's subsequent increases in externalizing symptoms. Maternal unsupportive parenting at Wave 1 predicted decreases in children's attention to negative facial expressions of adults from Wave 1 to 2. Reductions in children's attention to negative emotion, in turn, predicted increases in their externalizing symptoms from Wave 1 to 3. Additional tests of children's fearful distress and hostile responses to parental conflict as explanatory mechanisms revealed that increases in children's fearful distress reactivity from Wave 1 to 2 accounted for the association between maternal unsupportive parenting and concomitant decreases in their attention to negative emotions. Results are discussed in the context of information processing models of family adversity and developmental psychopathology.

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