You searched for subject:(emotion regulation).
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855 total matches.
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Texas A&M University
1.
Caskey, Ryan.
Confronting Ego Threats with Reappraisal versus Rumination.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274 
► Two experiments compared the effects of two cognitive responses (i.e., rumination and cognitive reappraisal) individuals may adopt when confronted with a threat to self-regard. In…
(more)
▼ Two experiments compared the effects of two cognitive responses (i.e., rumination and cognitive reappraisal) individuals may adopt when confronted with a threat to self-regard. In Study 1, participants received negative feedback about their social skills and then rated the credibility of the source of the criticism. In Study 2, participants received negative feedback and then were given the opportunity to enhance the self on an unrelated task. Compared to reappraising the negative feedback, ruminating about the feedback led to poorer evaluations of the source of negative feedback and increased self-enhancement, respectively. These findings suggest that, compared to rumination, cognitive reappraisal helps to minimize defensive responses to ego threat.
Advisors/Committee Members: Schmeichel, Brandon (advisor), Harmon-Jones, Eddie (committee member), Ackerman, Jeffrey (committee member).
Subjects/Keywords: Emotion; Emotion Regulation
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APA (6th Edition):
Caskey, R. (2010). Confronting Ego Threats with Reappraisal versus Rumination. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Caskey, Ryan. “Confronting Ego Threats with Reappraisal versus Rumination.” 2010. Thesis, Texas A&M University. Accessed January 22, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Caskey, Ryan. “Confronting Ego Threats with Reappraisal versus Rumination.” 2010. Web. 22 Jan 2020.
Vancouver:
Caskey R. Confronting Ego Threats with Reappraisal versus Rumination. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Caskey R. Confronting Ego Threats with Reappraisal versus Rumination. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Queens University
2.
De France, Kalee.
Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
.
Degree: Psychology, 2015, Queens University
URL: http://hdl.handle.net/1974/13590
► Research investigating emotion regulation (ER) has failed to accomplish three goals: (1) to develop a clear understanding of how ER relates to emotion theory; (2)…
(more)
▼ Research investigating emotion regulation (ER) has failed to accomplish three goals: (1) to develop a clear understanding of how ER relates to emotion theory; (2) to reach a consensus on which actions constitute ER; and (3) to assess patterns of ER behaviours rather than only one-to-one relations between specific regulatory behaviours and aspects of well-being. The current study aimed to address these gaps in the literature through the following objectives: (1) develop a self-report measure to simultaneously assess an individual’s propensity to use six regulatory acts identified by a new model of ER derived from emotion theory; (2) identify how regulatory acts cluster within individuals, and (3) identify the relation between ER groups and psychosocial outcome measures.
Using two independent samples, the first objective was achieved by creating the Regulation of Emotion Systems Survey (RESS), which was a reliable and valid measure of the six acts of regulation specified by the ER Acts Model. The second objective was achieved through Latent Profile Analysis (LPA), which determined that three distinct profiles of regulatory behaviour existed in the sample: Average ER Act Use (using the full range of ER acts), Suppression Propensity (using expressive suppression almost exclusively), and Engagement Propensity (using expressive engagement almost exclusively). Finally, the third objective was achieved through comparing psychosocial outcome measures for the three groups, which demonstrated significant differences between LPA group membership and well-being. The Average group had significantly lower levels of depression and anxiety than the Suppression and Engagement groups; however, the Engagement and Suppression groups did not differ on depression and anxiety scores. Furthermore, the Suppression group showed significantly higher family and peer relationship quality than the Engagement group.
Based on these findings, one-to-one relationships between individual regulatory acts and well-being may not be ideal as it is the pattern of ER act use that has more meaningful relations with well-being. Participants in either the Suppression or Engagement groups used these regulatory behaviours almost exclusively, thereby rendering problematic even ER acts traditionally thought of as beneficial. Consequently, the ability to flexibly utilize a variety of ER acts may lead to more successful socio-emotional outcomes.
Subjects/Keywords: Emotion Regulation;
Emotion
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APA (6th Edition):
De France, K. (2015). Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13590
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
De France, Kalee. “Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
.” 2015. Thesis, Queens University. Accessed January 22, 2020.
http://hdl.handle.net/1974/13590.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
De France, Kalee. “Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
.” 2015. Web. 22 Jan 2020.
Vancouver:
De France K. Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
. [Internet] [Thesis]. Queens University; 2015. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1974/13590.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
De France K. Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions
. [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13590
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
3.
Morelen, Diana.
Maternal emotion regulation: links to emotion parenting and child emotion regulation.
Degree: PhD, Psychology, 2014, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/morelen_diana_201408_phd
► The primary goal of the present study is to examine relations between maternal emotion regulation (ER) and emotion parenting behaviors and child ER. The present…
(more)
▼ The primary goal of the present study is to examine relations between maternal
emotion regulation (ER) and
emotion parenting behaviors and child ER. The present study is novel in its investigation of the link between maternal ER and
emotion parenting behaviors. Further, this study adds a unique contribution to the literature in its multi-method assessment of maternal ER (i.e., self-report, semi-structured interview). Participants included 64 maternal caregiver-child (8-11 years old) dyads. Participants completed self-report questionnaires and engaged in a conflict discussion task. Maternal caregiver and child ER was coded from the behavioral observations. Results revealed that unsupportive
emotion parenting behaviors were negatively related to adaptive maternal ER and positively related to maternal
emotion dysregulation. Further maternal ER and
emotion parenting behaviors related to child ER. Unsupportive
emotion parenting behaviors were found to significantly mediate the link between maternal and child ER. Basic research and applied implications are discussed.
Advisors/Committee Members: Cynthia Suveg.
Subjects/Keywords: Emotion regulation
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APA (6th Edition):
Morelen, D. (2014). Maternal emotion regulation: links to emotion parenting and child emotion regulation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morelen_diana_201408_phd
Chicago Manual of Style (16th Edition):
Morelen, Diana. “Maternal emotion regulation: links to emotion parenting and child emotion regulation.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020.
http://purl.galileo.usg.edu/uga_etd/morelen_diana_201408_phd.
MLA Handbook (7th Edition):
Morelen, Diana. “Maternal emotion regulation: links to emotion parenting and child emotion regulation.” 2014. Web. 22 Jan 2020.
Vancouver:
Morelen D. Maternal emotion regulation: links to emotion parenting and child emotion regulation. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 22].
Available from: http://purl.galileo.usg.edu/uga_etd/morelen_diana_201408_phd.
Council of Science Editors:
Morelen D. Maternal emotion regulation: links to emotion parenting and child emotion regulation. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/morelen_diana_201408_phd
University of Notre Dame
4.
Jenny L. Vaydich.
The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>.
Degree: PhD, Psychology, 2011, University of Notre Dame
URL: https://curate.nd.edu/show/1j92g73468n
► Provocation is associated with increased aggression across a variety of situations. However, emotion regulation decreases aggressive behavior after provocation. The current study tested the…
(more)
▼ Provocation is associated with increased
aggression across a variety of situations. However,
emotion
regulation decreases aggressive behavior after provocation. The
current study tested the effect of manipulating
emotion regulation
strategies on aggressive behavior after being provoked, which has
rarely been done in laboratory studies. College students were
tested in five conditions: reappraisal, distraction,
self-reflection, read-
emotion-
regulation-article, and
read-movie-article. Provocation was induced using negative feedback
on an essay and aggressive behavior was measured by the negative
feedback participants provided. Although provocation produced
feelings of anger in all conditions,
emotion regulation strategies
were not related to differences in aggressive behavior among
conditions. However, the results suggest potential differences in
the effectiveness of
emotion regulation strategies for
females.
Advisors/Committee Members: Dr. Alexandra Corning, Committee Member, Dr. Anita Kelly, Committee Member, Dr. Scott Monroe, Committee Member, Dr. Darcia Narvaez, Committee Chair.
Subjects/Keywords: emotion regulation
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APA ·
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APA (6th Edition):
Vaydich, J. L. (2011). The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/1j92g73468n
Chicago Manual of Style (16th Edition):
Vaydich, Jenny L.. “The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>.” 2011. Doctoral Dissertation, University of Notre Dame. Accessed January 22, 2020.
https://curate.nd.edu/show/1j92g73468n.
MLA Handbook (7th Edition):
Vaydich, Jenny L.. “The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>.” 2011. Web. 22 Jan 2020.
Vancouver:
Vaydich JL. The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2011. [cited 2020 Jan 22].
Available from: https://curate.nd.edu/show/1j92g73468n.
Council of Science Editors:
Vaydich JL. The Influence of Emotion Regulation on Aggressive Behavior
in the Face of Provocation</h1>. [Doctoral Dissertation]. University of Notre Dame; 2011. Available from: https://curate.nd.edu/show/1j92g73468n
Tulane University
5.
Carreras, Justin.
Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.
Degree: 2017, Tulane University
URL: https://digitallibrary.tulane.edu/islandora/object/tulane:75318
► Sensitive parenting requires modulation of emotions in order to effectively organize and orient behavioral responses. There is considerable evidence that psychological distress is one of…
(more)
▼ Sensitive parenting requires modulation of emotions in order to effectively organize and orient behavioral responses. There is considerable evidence that psychological distress is one of many factors that can negatively impact parenting practices. Difficulties in emotion regulation may be a pathway for the impact of psychological distress on parenting, as emotion regulation has been implicated in psychological distress; however, emotion regulation is not often examined in parenting models. The current study tested these relations in a low-income, community sample of caregivers of preschoolers (n = 64; age range 18-74 years). Results indicated that difficulties in emotion regulation mediated the relation between psychological distress and parenting sensitive engagement (b = -0.48, SE = 0.24, CI [-1.04, -0.07]). Difficulties in emotion regulation predicted decreased sensitive engagement, above and beyond the effect of psychological distress (b = -.69, SE = .33, t = -2.07, p = .044, CI [-1.35, -.20]). However, there was no total effect of psychological distress on sensitive engagement (b = -0.04, SE = 0.26, t = -0.13, p = .893, CI [-0.56, 0.49]). Acceptance of emotional responses (b = -0.34, SE = 0.15, p = .017, CI [-0.66, -0.11]) and clarity (b = -0.50, SE = 0.24, p = .025, CI [-0.97, -0.05]), or understanding of emotions, were found to predict sensitive engagement above and beyond the other dimensions of emotion regulation. Results suggest that emotion regulation is a process by which psychological distress affects parents’ sensitive engagement with their preschool-aged children. Additionally, acceptance and clarity are two dimensions of emotion regulation that may be more relevant for parents’ sensitive engagement than other dimensions.
1
Justin Thomas Carreras
Advisors/Committee Members: (author), Gray, Sarah A. O. (Thesis advisor), (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution), NULL (Degree granting institution).
Subjects/Keywords: Emotion Regulation
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APA (6th Edition):
Carreras, J. (2017). Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:75318
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Thesis, Tulane University. Accessed January 22, 2020.
https://digitallibrary.tulane.edu/islandora/object/tulane:75318.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Web. 22 Jan 2020.
Vancouver:
Carreras J. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. [Internet] [Thesis]. Tulane University; 2017. [cited 2020 Jan 22].
Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75318.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Carreras J. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75318
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
6.
Kossurok, Anke.
The effect of praying on emotion regulation.
Degree: 2012, University of Edinburgh
URL: http://hdl.handle.net/1842/8420
► Praying is a common practice among believers of many faiths, but psychological research in this area is relatively scarce. Some findings have suggested that praying,…
(more)
▼ Praying is a common practice among believers of many faiths, but psychological research in this area is relatively scarce. Some findings have suggested that praying, for example, improves people’s subjective well-being as well as their relationships, and is associated with experiencing a greater purpose in life. Similarly, the present study examined whether praying affects people’s ability to regulate emotions. Participants were randomly assigned to a prayer, coping and control group. They completed the
Emotion Regulation of Others and Self (EROS) scale, the Satisfaction with Life scale (SwLS) and the Positive Affect and Negative Affect Scale (PANAS-X) before as well as after engaging in prayer, coping or neutral activities for a period of one week. Outcomes showed no significant effect of these activities on people’s
emotion regulation, life satisfaction, or positive and negative emotional experiences. However, participants in the prayer group reported to feel significantly less sad. Implications, shortcomings and future directions were discussed.
Advisors/Committee Members: Watt, Caroline.
Subjects/Keywords: emotion regulation; prayer; emotion; belief
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APA (6th Edition):
Kossurok, A. (2012). The effect of praying on emotion regulation. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kossurok, Anke. “The effect of praying on emotion regulation.” 2012. Thesis, University of Edinburgh. Accessed January 22, 2020.
http://hdl.handle.net/1842/8420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kossurok, Anke. “The effect of praying on emotion regulation.” 2012. Web. 22 Jan 2020.
Vancouver:
Kossurok A. The effect of praying on emotion regulation. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1842/8420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kossurok A. The effect of praying on emotion regulation. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Otago
7.
Lim, Bee Teng.
The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
.
Degree: 2011, University of Otago
URL: http://hdl.handle.net/10523/1851
► The aging literature indicates that physical, cognitive and affective functions follow different trajectories across the lifespan. Physical and cognitive capabilities are shown to decline with…
(more)
▼ The aging literature indicates that physical, cognitive and affective functions follow different trajectories across the lifespan. Physical and cognitive capabilities are shown to decline with advancing age, whereas affective functioning is suggested to remain stable or may even be enhanced in older adults. The main aim of the present thesis is to examine age differences in
emotion reactivity, recognition and
regulation. The inter-relationships among
emotion reactivity, recognition and
regulation were also assessed to provide a more complete picture of potentially different age trajectories of
emotion processes. In addition, the effects of potential moderators, namely
emotion intelligence and loneliness, on age differences in
emotion reactivity were examined.
In Study I, a standardised set of film stimuli was developed and validated. Forty-eight participants (24 young and 24 older adults) participated in the stimulus validation study. The chosen film stimuli were shown to be effective in eliciting target emotions in a laboratory setting. No significant age and sex differences were observed, and prior viewing of the film was shown to have no significant impact on participants’ self-reported
emotion experience.
In Study II, young-old differences in
emotion reactivity, recognition and
regulation as well as the inter-relationships among these affective functions were of interest. In addition, age-related decline in heart rates and skin conductance levels in response to affective film stimuli were observed. Older adults were significantly worse at recognising facial expressions of sadness and anger, and marginally worse at recognising facial expressions of fear. Older adults reported more habitual use of expressive suppression than their younger counterparts, while no age difference was found for cognitive reappraisal use.
Emotion intelligence did not buffer against age-related decline in
emotion reactivity.
Finally, in Study III, I aimed to replicate the findings of Study II, as well as extend Study II by including facial electromyography as another index of
emotion reactivity. I also employed
emotion recognition tasks that are more complex and tap into other sensory modalities. Again, age-related decline in heart rates and skin conductance was observed. Young adults displayed significantly greater corrugator activity in response to fear-provoking film clips, but no significant age difference was found for corrugator activity in response to the anger and sadness-provoking film clips. Young and older adults also displayed comparable level of zygomatic facial activity when presented with the amusing film clip. Older adults were worse at recognising angry and fearful facial affect. As for the face-voice and body-voice matching tasks, older adults were worse at recognising all emotions except for surprise. Older adults also reported more habitual use of expressive suppression, and that was shown to affect
emotion recognition performance.
Taken together, these studies indicate that different components of…
Advisors/Committee Members: Ruffman, Ted (advisor).
Subjects/Keywords: aging;
emotion reactivity;
emotion recognition;
emotion regulation
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APA ·
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Manager
APA (6th Edition):
Lim, B. T. (2011). The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
. (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1851
Chicago Manual of Style (16th Edition):
Lim, Bee Teng. “The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
.” 2011. Doctoral Dissertation, University of Otago. Accessed January 22, 2020.
http://hdl.handle.net/10523/1851.
MLA Handbook (7th Edition):
Lim, Bee Teng. “The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
.” 2011. Web. 22 Jan 2020.
Vancouver:
Lim BT. The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
. [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/10523/1851.
Council of Science Editors:
Lim BT. The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation
. [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1851
University of Notre Dame
8.
Marcia E Braun.
Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>.
Degree: PhD, Psychology, 2010, University of Notre Dame
URL: https://curate.nd.edu/show/dn39x061j29
► The main objective of this study was to examine daily associations between sleep and mood within a midlife adult population as this period of…
(more)
▼ The main objective of this study was to
examine daily associations between sleep and mood within a midlife
adult population as this period of life has received very little
attention. Much of the existing literature covers characteristics
of sleep in both young adults and during old age, or tests
associations between sleep and psychological disorders and physical
illness. Although sleep quality begins to decline in early
adulthood, sleep characteristics become more stable by old age, and
the greatest changes are observed when comparing sleep between
young and old adults. Little is understood about sleep in midlife
adulthood, particularly as it affects daily functioning in a
community-based population. As middle-aged adults are busy and
involved in multiple roles, many in this age group fail to obtain
optimal sleep. A poor night’s sleep can disrupt one’s ability to
manage their daily responsibilities efficiently by inhibiting
optimal
regulation of daily mood. In addition, increases in daily
stress can exacerbate the effect of poor sleep quality on daily
mood, and in turn may affect next day’s mood. Using a middle-aged
community sample, this study utilizes daily diary data including
self-reported sleep, mood, and stress measures that were
concurrently collected over 56 consecutive days. A global measure
of sleep quality was also included in the measures collected.
Multilevel modeling was used to assess the sleep-mood relationship
at both the between-person and within-person levels with findings
supporting the hypothesis that sleep plays a role in daily
emotion
regulation. Neither variation from one’s average total night’s
sleep time nor the average amount of nightly sleep one received
across the 56 days was found to significantly predict daily
negative mood. Positive mood, on the other hand, was predicted by a
quadratic trend in nightly sleep time variation, in which greater
sleep time was associated with better daily positive mood. In
separate analyses, however, variability in one’s sleep time
predicting negative and positive mood was predicated on an
individual’s level of global sleep quality, in which poorer global
sleep quality was related to increased daily negative mood, and
decreased daily positive mood. When considering the relationship
between concurrently measured daily stress and daily mood, the
quality of nightly sleep significantly predicted the degree to
which perceptions of daily stress influenced that same day’s
negative mood
regulation, although the effect was small. Both
increased stress and poor sleep quality significantly reduced daily
positive mood, but no interaction between stress and sleep was
found in this relationship. A third analysis found that an
intervening night’s sleep quality mediated the relationship between
one day’s perceptions of stress and the next day’s positive mood.
The relationship between stress and the next day’s negative mood,
however, was not mediated by the quality of an intervening night’s
sleep, but may play role in suppressing the true relationship
between a day’s…
Advisors/Committee Members: Cindy S. Bergeman, Committee Chair, Scott E. Maxwell, Committee Member, E. Mark Cummings, Committee Member, Jessica Payne, Committee Member.
Subjects/Keywords: emotion regulation; aging
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APA ·
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Manager
APA (6th Edition):
Braun, M. E. (2010). Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/dn39x061j29
Chicago Manual of Style (16th Edition):
Braun, Marcia E. “Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>.” 2010. Doctoral Dissertation, University of Notre Dame. Accessed January 22, 2020.
https://curate.nd.edu/show/dn39x061j29.
MLA Handbook (7th Edition):
Braun, Marcia E. “Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>.” 2010. Web. 22 Jan 2020.
Vancouver:
Braun ME. Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2010. [cited 2020 Jan 22].
Available from: https://curate.nd.edu/show/dn39x061j29.
Council of Science Editors:
Braun ME. Sleep and Emotions in Midlife: The Value of Restorative
Sleep</h1>. [Doctoral Dissertation]. University of Notre Dame; 2010. Available from: https://curate.nd.edu/show/dn39x061j29
Case Western Reserve University
9.
Volokhov, Rachael N.
Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?.
Degree: MA, Psychology, 2008, Case Western Reserve University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=case1212754868
► The ability to regulate one's emotions is an integral part of social behavior. One emotion regulation strategy, known as reappraisal, is characterized by cognitively evaluating…
(more)
▼ The ability to regulate one's emotions is an integral
part of social behavior. One
emotion regulation strategy, known as
reappraisal, is characterized by cognitively evaluating an
emotional stimulus to reduce its emotional impact. This study was
designed to determine what
emotion regulation strategies people
naturally use in emotional situations and to test whether
reappraisal is an ability that can be taught. Participants (50 men,
63 women) were shown a negative and a positive film clip, an
experimental group received reappraisal training, and two more
negative and positive clips were shown. Participants with high
baseline respiratory sinus arrhythmia (RSA) naturally used more
reappraisal than those with low RSA, but low RSA participants made
greater advances in reappraisal use after training. Increased
behavioral inhibition was associated with increased self-reported
negative affect and decreased arousal to the negative films, while
increased behavioral activation was related to greater sympathetic
activation to the positive films.
Advisors/Committee Members: Demaree, Heath (Committee Chair).
Subjects/Keywords: Psychology; emotion regulation
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APA (6th Edition):
Volokhov, R. N. (2008). Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1212754868
Chicago Manual of Style (16th Edition):
Volokhov, Rachael N. “Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?.” 2008. Masters Thesis, Case Western Reserve University. Accessed January 22, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=case1212754868.
MLA Handbook (7th Edition):
Volokhov, Rachael N. “Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?.” 2008. Web. 22 Jan 2020.
Vancouver:
Volokhov RN. Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?. [Internet] [Masters thesis]. Case Western Reserve University; 2008. [cited 2020 Jan 22].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1212754868.
Council of Science Editors:
Volokhov RN. Cognitive and Physiological Correlates of Emotion
Regulation: Is Reappraisal a Teachable Skill?. [Masters Thesis]. Case Western Reserve University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1212754868
Oregon State University
10.
Lewis, Kendra M.
Emotion regulation and hyperactivity during the transition into adolescence.
Degree: MS, Human Development and Family Studies, 2010, Oregon State University
URL: http://hdl.handle.net/1957/16316
► This study posited that maturational growth in emotion regulation should be associated with reduction in hyperactivity during the transition into adolescence. The longitudinal design assessed…
(more)
▼ This study posited that maturational growth in
emotion regulation should be associated with reduction in hyperactivity during the transition into adolescence. The longitudinal design assessed
emotion regulation and hyperactivity in an urban community sample of children in three waves, at ages 10.6, 11.6, and 12.6 years. A parallel growth curve model tested whether the initial level and growth in
emotion regulation were associated with decreases in hyperactivity. The analysis statistically controlled for gender, parent education, and externalizing behaviors. Results indicated that increases in
emotion regulation across the 3-year study were associated with substantial decreases in hyperactivity. Initial level of hyperactivity was associated with growth in
emotion regulation. Thus there was some evidence of a reciprocal effect. Covariates had some significant associations on initial levels. This is the first study to find a strong dynamic linkage between
emotion regulation and hyperactivity during the transition to adolescence. Future research should focus on the nature of reciprocal effects between
emotion regulation and hyperactivity. Implications of the study are also discussed.
Advisors/Committee Members: Vuchinich, Samuel (advisor), Acock, Alan (committee member).
Subjects/Keywords: emotion regulation; Adolescence
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APA (6th Edition):
Lewis, K. M. (2010). Emotion regulation and hyperactivity during the transition into adolescence. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/16316
Chicago Manual of Style (16th Edition):
Lewis, Kendra M. “Emotion regulation and hyperactivity during the transition into adolescence.” 2010. Masters Thesis, Oregon State University. Accessed January 22, 2020.
http://hdl.handle.net/1957/16316.
MLA Handbook (7th Edition):
Lewis, Kendra M. “Emotion regulation and hyperactivity during the transition into adolescence.” 2010. Web. 22 Jan 2020.
Vancouver:
Lewis KM. Emotion regulation and hyperactivity during the transition into adolescence. [Internet] [Masters thesis]. Oregon State University; 2010. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1957/16316.
Council of Science Editors:
Lewis KM. Emotion regulation and hyperactivity during the transition into adolescence. [Masters Thesis]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/16316
Georgia Tech
11.
Morgan, Erin Senesac.
Use of distraction as an emotion regulation strategy in old age.
Degree: PhD, Psychology, 2014, Georgia Tech
URL: http://hdl.handle.net/1853/52276
► Older adults improve in emotional well-being, and this may be a product of changes in motivation to regulate emotions or emotion regulation effectiveness. However, there…
(more)
▼ Older adults improve in emotional well-being, and this may be a product of changes in motivation to regulate emotions or
emotion regulation effectiveness. However, there are cognitive changes in old age that could make
regulation harder in some contexts. The current set of studies sought to determine whether there were age-related improvements or deficits in ability to use distraction in two contexts. The first study examined use of distraction in a recovery context and found no age differences in emotional recovery when 1) using spontaneous self-distraction, 2) intentionally self-distracting, and 3) being distracted by another task. There was, however, evidence that the distracting task was the most effective way to recover from the negative induction. There was also some evidence that cognitive changes with age made it more difficult for older adults to limit negative thoughts in certain conditions. The second study contrasted use of distraction, positive reappraisal, and detached reappraisal by looking at success in terms of
emotion regulation and impact on a subsequent cognitive task and later memory for the emotional stimuli. No age differences were found in
emotion regulation success in this study either, but interesting differences in consequences of the three
regulation strategies did emerge.
Advisors/Committee Members: Hertzog, Christopher (advisor), Duarte, Audrey (committee member), Verhaeghen, Paul (committee member), Isaacowitz, Derek (committee member), Shiota, Michelle (committee member).
Subjects/Keywords: Aging; Emotion regulation
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APA (6th Edition):
Morgan, E. S. (2014). Use of distraction as an emotion regulation strategy in old age. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/52276
Chicago Manual of Style (16th Edition):
Morgan, Erin Senesac. “Use of distraction as an emotion regulation strategy in old age.” 2014. Doctoral Dissertation, Georgia Tech. Accessed January 22, 2020.
http://hdl.handle.net/1853/52276.
MLA Handbook (7th Edition):
Morgan, Erin Senesac. “Use of distraction as an emotion regulation strategy in old age.” 2014. Web. 22 Jan 2020.
Vancouver:
Morgan ES. Use of distraction as an emotion regulation strategy in old age. [Internet] [Doctoral dissertation]. Georgia Tech; 2014. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1853/52276.
Council of Science Editors:
Morgan ES. Use of distraction as an emotion regulation strategy in old age. [Doctoral Dissertation]. Georgia Tech; 2014. Available from: http://hdl.handle.net/1853/52276
12.
Lindström, Helena.
Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken.
Degree: Social Work and Psychology, 2011, University of Gävle
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9665
► Personlighetsdragen openness och extraversion respektive situationsfaktorerna variation, intensitet, samt frekvens och deras påverkan på emotionsregleringsstrategierna reappraisal samt suppression skiljer sig inom yrkesgrupperna vård respektive…
(more)
▼ Personlighetsdragen openness och extraversion respektive situationsfaktorerna variation, intensitet, samt frekvens och deras påverkan på emotionsregleringsstrategierna reappraisal samt suppression skiljer sig inom yrkesgrupperna vård respektive handel. Åtta regressions-analyser med data från sammanlagt 178 anställda visade att (1) inom vården har extraversion, openness, samt frekvens betydelse för reappraisal, och intensiteten påverkar suppression, och (2) för handel visade sig openness och situationen som helhet ha betydelse för suppression, medan inga samband kunde påvisas för reappraisal. Skillnaderna tyder på att det finns ett behov av fortsatt forskning inom emotionsreglering, inriktad på skillnader mellan olika yrkesgrupper.
Personality traits openness and extraversion, and situational factors variation, intensity and frequency respectively influence emotion regulation techniques reappraisal and suppression differently within the professions of human service and service/sales. Eight regression analyses with data from a total of 178 employees showed that (1) within human service, extraversion, openness, and frequency are important to reappraisal whereas intensity plays a role for suppression. (2) Within service/sales none of the variables influenced reappraisal, and only openness and the situation “as a whole” played a role for suppression. The results indicate a need for more scientific research regarding differences in predictions of emotion regulation between occupations.
Subjects/Keywords: emotion regulation; personality
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APA (6th Edition):
Lindström, H. (2011). Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lindström, Helena. “Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken.” 2011. Thesis, University of Gävle. Accessed January 22, 2020.
http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lindström, Helena. “Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken.” 2011. Web. 22 Jan 2020.
Vancouver:
Lindström H. Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken. [Internet] [Thesis]. University of Gävle; 2011. [cited 2020 Jan 22].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lindström H. Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken. [Thesis]. University of Gävle; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Guelph
13.
Leonard, Craig.
Assessing Motives for Interpersonal Emotion Regulation at Work
.
Degree: 2019, University of Guelph
URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/16938
► Interpersonal emotion regulation is important for developing and maintaining coworker relationships. Understanding what motivates this form of emotion regulation can provide insight into how interpersonal…
(more)
▼ Interpersonal
emotion regulation is important for developing and maintaining coworker relationships. Understanding what motivates this form of
emotion regulation can provide insight into how interpersonal relationships influence personal and organizational outcomes. Using experimental vignettes, this thesis sought to: 1) contrast motivational tendencies for interpersonal
emotion regulation (e.g., instrumental and prosocial motives), 2) examine relations between gender, emotional intelligence and interpersonal
emotion regulation, and 3) explore additional motives for regulating others’ emotions. Findings suggest that between coworkers, prosocial and instrumental considerations underlie decisions to engage in interpersonal
emotion regulation, with instrumental motives being stronger than prosocial motives. Moreover, emotional intelligence was found to predict the use of effective interpersonal
emotion regulation strategies. An exploratory qualitative analysis suggests the existence of additional motives for interpersonal
emotion regulation (e.g., identity-preserving motives and personal beliefs motives). Collectively, these findings demonstrate the operation of motives in regulating the emotions of others in the workplace.
Advisors/Committee Members: Gonzalez-Morales, Gloria (advisor).
Subjects/Keywords: emotion regulation;
emotion;
interpersonal emotion regulation;
motivation;
emotion management
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Manager
APA (6th Edition):
Leonard, C. (2019). Assessing Motives for Interpersonal Emotion Regulation at Work
. (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/16938
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Leonard, Craig. “Assessing Motives for Interpersonal Emotion Regulation at Work
.” 2019. Thesis, University of Guelph. Accessed January 22, 2020.
https://atrium.lib.uoguelph.ca/xmlui/handle/10214/16938.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Leonard, Craig. “Assessing Motives for Interpersonal Emotion Regulation at Work
.” 2019. Web. 22 Jan 2020.
Vancouver:
Leonard C. Assessing Motives for Interpersonal Emotion Regulation at Work
. [Internet] [Thesis]. University of Guelph; 2019. [cited 2020 Jan 22].
Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/16938.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Leonard C. Assessing Motives for Interpersonal Emotion Regulation at Work
. [Thesis]. University of Guelph; 2019. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/16938
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Tech
14.
Neal, Amy Elizabeth.
What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.
Degree: PhD, Psychology, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/64002
► This study examines associations of emotion language with emotion understanding and emotion regulation during the preschool years. There is evidence that the way parents talk…
(more)
▼ This study examines associations of
emotion language with
emotion understanding and
emotion regulation during the preschool years. There is evidence that the way parents talk about emotions with their children promotes children's
emotion understanding and
regulation (e.g. Bird and Reese, 2006; Laible, 2011). However, there has been little attention paid to associations of these outcomes with children's
emotion language. In this study, I examined associations of children's
emotion language on their
emotion understanding and
emotion regulation, and tested whether parents'
emotion language was indirectly associated with these outcomes through children's
emotion language. One hundred fifty-six 3- to 5-year-old children participated with their primary caregiver. Parent-child dyads engaged in an
emotion-laden conversation to measure parent and child
emotion language. Children also engaged in the locked box task (Cole et al., 2009; Goldsmith et al., 1993) to measure
emotion regulation and completed the Diagnostic Analysis of Nonverbal Accuracy (Nowicki and Duke, 1994) to measure
emotion understanding. Results differed for younger preschoolers (36 - 53 months) compared with older preschoolers (54 - 69 months) in regard to
emotion regulation. For younger preschoolers, path analyses indicated an indirect effect in which parent
emotion talk was associated with less attention shifting during the locked box task. There was also a direct effect in which children's greater use of
emotion labels was positively associated with
emotion understanding. Results may reflect the rapid emotional development occurring during the preschool years and suggest the importance of early
emotion socialization.
Advisors/Committee Members: Dunsmore, Julie C. (committeechair), Kim-Spoon, Jungmeen (committee member), Ollendick, Thomas H. (committee member), Smith, Cynthia L. (committee member).
Subjects/Keywords: emotion language; emotion understanding; emotion regulation; emotion socialization
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Manager
APA (6th Edition):
Neal, A. E. (2014). What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64002
Chicago Manual of Style (16th Edition):
Neal, Amy Elizabeth. “What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2020.
http://hdl.handle.net/10919/64002.
MLA Handbook (7th Edition):
Neal, Amy Elizabeth. “What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.” 2014. Web. 22 Jan 2020.
Vancouver:
Neal AE. What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/10919/64002.
Council of Science Editors:
Neal AE. What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64002
University of Toronto
15.
Williams, Gregory Evan.
Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder.
Degree: 2015, University of Toronto
URL: http://hdl.handle.net/1807/70697
► Studies to date have demonstrated that greater borderline personality disorder (BPD) symptom severity is related to greater negative emotional experience, and that depression, trait negative…
(more)
▼ Studies to date have demonstrated that greater borderline personality disorder (BPD) symptom severity is related to greater negative emotional experience, and that depression, trait negative affect, and difficulties regulating emotion each play a role in this relationship. Additional research is necessary, however, to determine if positive emotional experience may be similarly affected by BPD features. In the current study, data was collected from 120 undergraduate students pertaining to baseline intensity, reactivity, and post-induction stability for both positive and negative emotion in the context of three discrete positive mood inductions. Measures of BPD and depression symptom severity, trait negative affect, and maladaptive emotion regulation were administered at baseline. It was found that greater BPD symptom severity predicted greater concurrent negative reactivity and less positive emotion decay at 3-minute follow-up. These findings may portend to intervention strategies designed to foster healthier positive emotional experience for those with BPD.
M.A.
Advisors/Committee Members: Uliaszek, Amanda A, Psychology.
Subjects/Keywords: Borderline Personality Disorder; Emotion; Emotion Regulation; Emotion Vulnerability; Positive Emotion; 0622
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APA (6th Edition):
Williams, G. E. (2015). Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70697
Chicago Manual of Style (16th Edition):
Williams, Gregory Evan. “Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder.” 2015. Masters Thesis, University of Toronto. Accessed January 22, 2020.
http://hdl.handle.net/1807/70697.
MLA Handbook (7th Edition):
Williams, Gregory Evan. “Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder.” 2015. Web. 22 Jan 2020.
Vancouver:
Williams GE. Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1807/70697.
Council of Science Editors:
Williams GE. Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70697
University of Georgia
16.
Whitehead, Monica Renee.
Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence.
Degree: MS, Psychology, 2014, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/whitehead_monica_r_201405_ms
► Obsessive-Compulsive Disorder (OCD) is frequently comorbid with depression (Crino & Andrews, 1996) and the combination of these disorders may result in additional impairment compared to…
(more)
▼ Obsessive-Compulsive Disorder (OCD) is frequently comorbid with depression (Crino & Andrews, 1996) and the combination of these disorders may result in additional impairment compared to the difficulties of only one of the disorders (Peris et al., 2010). Although there is an abundance of literature examining these groups separately in relation to predictors and associated impairment, little is known about their
emotion-related impairments. Research suggests that how emotions are expressed in the family may contribute to
emotion regulation difficulties in both OCD and depressed groups (Goodman & Gotlib, 1999; Silk, Shaw, Forbes, Lane, & Kovacs, 2006). Therefore, this study’s goal was to examine whether aspects of
emotion regulation and the family emotional environment could differentiate college-aged students with OCD, depression, and their comorbidity using a multinomial logistic regression approach.
Advisors/Committee Members: Cynthia Suveg.
Subjects/Keywords: Emotion regulation; Emotion; OCD; Depression; Comorbidity
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Manager
APA (6th Edition):
Whitehead, M. R. (2014). Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/whitehead_monica_r_201405_ms
Chicago Manual of Style (16th Edition):
Whitehead, Monica Renee. “Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence.” 2014. Masters Thesis, University of Georgia. Accessed January 22, 2020.
http://purl.galileo.usg.edu/uga_etd/whitehead_monica_r_201405_ms.
MLA Handbook (7th Edition):
Whitehead, Monica Renee. “Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence.” 2014. Web. 22 Jan 2020.
Vancouver:
Whitehead MR. Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2020 Jan 22].
Available from: http://purl.galileo.usg.edu/uga_etd/whitehead_monica_r_201405_ms.
Council of Science Editors:
Whitehead MR. Family emotional environment and emotion regulation: differentiating links to obsessive-compulsive disorder, depression, and their co-occurrence. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/whitehead_monica_r_201405_ms
Penn State University
17.
Tan, Patricia Z.
Strategy Flexibility: A New View of Early Childhood Emotion
Regulation.
Degree: PhD, Psychology, 2011, Penn State University
URL: https://etda.libraries.psu.edu/catalog/12256
► Evidence has accumulated supporting the centrality of emotion regulation (ER) in mental health (for a review, see Eisenberg, Spinrad, & Eggum, 2010). However, researchers and…
(more)
▼ Evidence has accumulated supporting the centrality of
emotion regulation (ER) in mental health (for a review, see
Eisenberg, Spinrad, & Eggum, 2010). However, researchers and
clinicians have recognized that the clinical utility of ER research
will remain limited without delineating the specific dimensions of
ER that contribute to dysregulated emotion and psychopathology.
This dissertation investigated an often-cited but rarely-studied
dimension– strategy flexibility, or a person’s ability to be able
to vary the strategies used to regulate emotion across situational
contexts and within a given situation. The present study tested the
convergent and predictive validity of new strategy flexibility
measures in children at ages 36 and 48 months. If strategy
flexibility is important to mental health, children with greater
strategy flexibility should show greater self-regulation (e.g.,
fewer externalizing symptoms, better social self-control, and
better general emotion regulation skill). Convergent validity of
two forms of strategy flexibility, specifically, children’s
flexible use of strategies (a) across different situations
(situational flexibility) and (b) within a given situation
(momentary flexibility), was tested by examining relations between
these new flexibility measures and an observational measure of
children’s skill at ER. First, we compared the convergence of the
variety of children’s regulatory strategies (strategy variety) and
(i) situational flexibility with independent ratings of children’s
overall quality of ER. This approach was intended to capture
children’s ability to use different but appropriate strategies as a
function of task objectives. Second, we compared the convergence of
strategy variety and (ii) two new momentary flexibility measures
assessing the frequency (ratio-of-switches) and speed
(latency-to-switch) with which children switch strategies when a
first strategy is ineffective with independent ratings of
children’s ER quality. The two momentary measures were intended to
capture children’s ability to change strategies when a current one
was ineffective. Second, we tested the predictive validity of
strategy flexibility measures by relating strategy flexibility
measures to indices of child socio-emotional competence at ages 36
and 48 months. Finally, relations between measures of strategy
flexibility and cognitive flexibility, assessed by young children’s
ability to shifts sets in a cognitive task, were examined. Results
provided support for the convergent validity of situational
flexibility and one measure of momentary flexibility,
latency-to-switch, as measures of young children’s flexible
strategy use. These two newly-developed strategy flexibility
measures systematically predicted independent ratings of children’s
global quality of emotion regulation at ages 36 and 48 months. In
contrast, strategy variety and momentary ratio-of-switches were not
consistently related with children’s global emotion regulation;
moreover, when predictive, they were associated with less skill at
emotion…
Subjects/Keywords: emotion regulation; emotion; flexibility; preschool
children
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APA ·
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Manager
APA (6th Edition):
Tan, P. Z. (2011). Strategy Flexibility: A New View of Early Childhood Emotion
Regulation. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12256
Chicago Manual of Style (16th Edition):
Tan, Patricia Z. “Strategy Flexibility: A New View of Early Childhood Emotion
Regulation.” 2011. Doctoral Dissertation, Penn State University. Accessed January 22, 2020.
https://etda.libraries.psu.edu/catalog/12256.
MLA Handbook (7th Edition):
Tan, Patricia Z. “Strategy Flexibility: A New View of Early Childhood Emotion
Regulation.” 2011. Web. 22 Jan 2020.
Vancouver:
Tan PZ. Strategy Flexibility: A New View of Early Childhood Emotion
Regulation. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 Jan 22].
Available from: https://etda.libraries.psu.edu/catalog/12256.
Council of Science Editors:
Tan PZ. Strategy Flexibility: A New View of Early Childhood Emotion
Regulation. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12256
University of California – Berkeley
18.
Bloch, Lian Michal.
Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict.
Degree: Psychology, 2011, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/6zq9v693
► Emotion regulation is arguably a social phenomenon: it occurs most frequently in the closest social relationships, serves important social functions and, correspondingly, is related to…
(more)
▼ Emotion regulation is arguably a social phenomenon: it occurs most frequently in the closest social relationships, serves important social functions and, correspondingly, is related to social outcomes such as relationship satisfaction. Because marriage may be the closest relationship for many adults, it is an important context in which to regulate one's emotions. However, few studies have investigated the connection between how well spouses regulate emotion and how satisfied they are with their marriages.Using a longitudinal sample of middle-aged (40-50 years old) and older (60-70 years old) long-term married couples, I evaluated the association between couples' emotion regulation and couples' marital satisfaction, both concurrently and longitudinally over a 13-year period. The study further evaluated whether the association between couples' emotion regulation and couples' marital satisfaction differed for husbands and wives, as well as for middle-aged compared to older couples.The present study assessed emotion regulation during naturalistic conflict interactions between married spouses. This approximates the real world context in which emotion regulation occurs, an objective that has been often overlooked in existing laboratory-based studies. Emotion regulation was assessed by examining how well couples reduced levels of negative emotional arousal (in the domains of subjective experience, behavior, and physiology) following distressing events that occurred during their interactions.Results showed that couples' emotion regulation positively predicted couples' concurrent marital satisfaction. Specifically, shorter time spent in a negative emotional state predicted greater concurrent marital satisfaction. The effect was driven primarily by the regulation of subjective experience. Furthermore, results showed that wives' emotion regulation was more strongly related to couple's marital satisfaction than that of husbands. Additionally, there was no significant difference between middle-aged and older couples in the association between emotion regulation and marital satisfaction. In terms of longitudinal prediction, after controlling for the concurrent relationship between regulation and satisfaction, regulation did not predict change in marital satisfaction over time. Finally, a comparison of the present study's direct measures of emotion regulation and a questionnaire measure of emotion regulation revealed no correlation. However, both direct and questionnaire measures each contributed uniquely to the prediction of couples' concurrent marital satisfaction.Findings are discussed in terms of the social functions of emotion and the nature and change over time of the marital relationship. Implications with regard to future directions of research and clinical interventions are explored.
Subjects/Keywords: Psychology; Emotion; Emotion regulation; Marriage; Relationship satisfaction
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APA (6th Edition):
Bloch, L. M. (2011). Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6zq9v693
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bloch, Lian Michal. “Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict.” 2011. Thesis, University of California – Berkeley. Accessed January 22, 2020.
http://www.escholarship.org/uc/item/6zq9v693.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bloch, Lian Michal. “Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict.” 2011. Web. 22 Jan 2020.
Vancouver:
Bloch LM. Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Jan 22].
Available from: http://www.escholarship.org/uc/item/6zq9v693.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bloch LM. Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/6zq9v693
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
UCLA
19.
Torre, Jared Torre.
How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling.
Degree: Psychology, 2016, UCLA
URL: http://www.escholarship.org/uc/item/2022s38d
► The act of putting feelings into words, or ‘affect labeling’, can attenuate our negativeexperiences. Unlike explicit emotion regulation techniques, affect labeling may not even feel…
(more)
▼ The act of putting feelings into words, or ‘affect labeling’, can attenuate our negativeexperiences. Unlike explicit emotion regulation techniques, affect labeling may not even feel like a regulatory process as it occurs. Nevertheless, research investigating affect labeling has found it produces a pattern of effects similar to those seen during explicit emotion regulation, suggesting affect labeling is a form of implicit emotion regulation. However, the mechanisms driving the processes behind affect labeling remain poorly understood and, despite rising interest in converting affect labeling paradigms into clinical interventions, many questions remain about the best way to implement affect labeling in a laboratory setting. This dissertation is the culmination of research that addresses several open questions about affect labeling and suggests improvements for the paradigm moving forward.
Subjects/Keywords: Psychology; affect labeling; emotion; emotion regulation
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APA (6th Edition):
Torre, J. T. (2016). How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2022s38d
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Torre, Jared Torre. “How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling.” 2016. Thesis, UCLA. Accessed January 22, 2020.
http://www.escholarship.org/uc/item/2022s38d.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Torre, Jared Torre. “How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling.” 2016. Web. 22 Jan 2020.
Vancouver:
Torre JT. How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Jan 22].
Available from: http://www.escholarship.org/uc/item/2022s38d.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Torre JT. How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/2022s38d
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Tech
20.
Miller, Rachel Lynn.
Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation.
Degree: MS, Psychology, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/78086
► Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996).…
(more)
▼ Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996). There are a variety of approaches to treating ODD that differ in their focus on parents, children, or both parent and child (Greene & Ablon, 2005; Kazdin, 2005). These treatments also target different underlying processes of oppositional behaviors, such as parenting behaviors and children's
emotion regulation. Research suggests that parent
emotion socialization practices may indirectly influence externalizing behaviors, such as those present in ODD, through children's
emotion regulation abilities (Eisenberg, Cumberland, & Spinrad, 1998). The present study examines this mediation model in children diagnosed with ODD (n = 100; 58 boys) who received either Parent Management Training or Creative & Proactive Solutions. Findings indicate that families receiving CPS exhibited higher decreases in ODD symptoms than those receiving PMT. There was no evidence for an indirect effect of
emotion socialization on symptoms of ODD through
emotion regulation. Regarding direct effects, increases in
emotion encouraging,
emotion discouraging, and
emotion regulation were associated with decreases in ODD symptoms, whereas increases in problem solving were associated with increases in ODD symptoms. There were also pre-treatment indicators of children's treatment response, such as parent's problem solving, children's emotional lability, and ADHD symptoms. These results indicate the importance of both
emotion socialization and
emotion regulation in treatment improvement, as well as factors that may contribute to treatment response. Treatment implications and future research directions are discussed.
Advisors/Committee Members: Dunsmore, Julie C. (committeechair), Ollendick, Thomas H. (committee member), Scarpa, Angela (committee member).
Subjects/Keywords: Oppositional Defiant Disorder; Emotion Socialization; Emotion Regulation
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Miller, R. L. (2014). Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/78086
Chicago Manual of Style (16th Edition):
Miller, Rachel Lynn. “Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation.” 2014. Masters Thesis, Virginia Tech. Accessed January 22, 2020.
http://hdl.handle.net/10919/78086.
MLA Handbook (7th Edition):
Miller, Rachel Lynn. “Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation.” 2014. Web. 22 Jan 2020.
Vancouver:
Miller RL. Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation. [Internet] [Masters thesis]. Virginia Tech; 2014. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/10919/78086.
Council of Science Editors:
Miller RL. Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation. [Masters Thesis]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/78086
Virginia Tech
21.
Wells, Anthony Orando.
The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment.
Degree: PhD, Psychology, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/37720
► In comparison to their non-maltreated peers, adult survivors of child maltreatment experience more social and emotional maladjustment; however, survivors can be resilient when they have…
(more)
▼ In comparison to their non-maltreated peers, adult survivors of child maltreatment experience more social and emotional maladjustment; however, survivors can be resilient when they have adequate psychological and social resources to cope with abuse sequelae. Similarly, stress and health studies have shown that social support schemas are stress buffers that attenuate negatively-valenced emotional reactivity. As a result of interpersonal problems, however, some individuals might interpret current relationships more negatively and expect little support in the future. Young women (ages ranging from 18 to 23) with histories of child maltreatment were administered a harassment task while their cardiac activity, emotional states, and stress appraisals were assessed. Before the stressor, the women were randomly assigned to either of two schema priming conditions: thinking and writing about a supportive person (social support schema condition) or a casual acquaintance (control condition). In comparison to women in the control condition, women in the support condition evidenced less state anger and heart rate variability (i.e., rMSSD) reactivity in response to the laboratory stressor; however, the support schema and reactivity relationship did not vary significantly between women with high versus low interpersonal problems. The support schema and state anger reactivity relationship was fully mediated by primary stress appraisals (e.g., feeling challenged and feeling intimidated), but not secondary stress appraisal (e.g., feeling in control). These findings suggest that there are nuances in the relationship between support schema and reactivity. Clinical and research implications are discussed.
Advisors/Committee Members: Scarpa-Friedman, Angela (committeechair), Kim-Spoon, Jungmeen (committee member), Axsom, Danny K. (committee member), Jones, Russell T. (committee member), Clum, George A. Jr. (committee member).
Subjects/Keywords: Emotion regulation; Emotion; Child maltreatment; Social Support
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Wells, A. O. (2010). The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37720
Chicago Manual of Style (16th Edition):
Wells, Anthony Orando. “The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment.” 2010. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2020.
http://hdl.handle.net/10919/37720.
MLA Handbook (7th Edition):
Wells, Anthony Orando. “The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment.” 2010. Web. 22 Jan 2020.
Vancouver:
Wells AO. The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/10919/37720.
Council of Science Editors:
Wells AO. The Role of Social Support and Stress Appraisals in the Relationship between Interpersonal Problems and Emotional Reactivity in Young Women with Histories of Childhood Maltreatment. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/37720
Queens University
22.
Lanteigne, Dianna Melanie.
Patterns among emotional experience, arousal, and expression in adolescence
.
Degree: Psychology, 2011, Queens University
URL: http://hdl.handle.net/1974/6694
► Adolescence is a developmental period marked by heightened emotional intensity, negative emotions, and self-consciousness. Problems with emotion regulation during adolescence have been linked to the…
(more)
▼ Adolescence is a developmental period marked by heightened emotional intensity, negative emotions, and self-consciousness. Problems with emotion regulation during adolescence have been linked to the development of internalizing and externalizing disorders (Hastings et al., 2009). Emotion regulation involves changes across several integrated emotion domains: (1) Experience, (2) Arousal, and (3) Expression (Ekman, 1992; Gross, 2007; Lang, 1994; Lazarus, 1991; Levenson, 1994). Emotion is not necessarily regulated equally across these three domains, in fact discordant responses are more common than concordant ones (Mauss & Robinson, 2009). Discordance represents how emotion is being regulated during a specific event, but it has not been directly linked with habitual emotion regulation strategies. Different patterns among these emotional domains have been linked to internalizing and externalizing problems and coping skills (Hastings et al., 2009; Mauss et al, 2005; Zalewski et al., 2009a, b). The current study expands on previous research by (1) simultaneously measuring and analyzing experience, arousal, and expression, and (2) understanding how patterns of concordance and discordance relate to individual difference factors such as gender, habitual emotion regulation strategies, and internalizing and externalizing problems in a typically developing adolescent sample.
This study involved measuring the experience, arousal, and expression of self-conscious emotion in 138 adolescents (55% female) during a video-recorded social stressor speech task. Participants rated their emotional experience via questionnaire after the speech task. Physiological data were reduced from recordings during the speech and observational coders rated the emotional expression of participants from video files of the speeches. Patterns of responses across experience, arousal, and expression were grouped using cluster analysis. The different patterns of response were related to different profiles of habitual emotion regulation strategies and problematic internalizing and externalizing behaviour. Adolescents classified as “Experience-Expressive” (high experience, moderate arousal, high expression) or “Suppressive” (high experience, high arousal, low expression) had more problematic socioemotional functioning than those classified as “Expressive” (low experience, moderate arousal, high expression) or “Low-Reactive” (low experience, low arousal, low expression). There was not strong evidence for differences across gender. The current study contributes to the understanding of adolescent emotional regulation and the development of psychopathology in adolescence.
Subjects/Keywords: Arousal;
Adolescence;
Discordance;
Emotion Regulation;
Emotion;
Expression
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APA ·
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Export
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Manager
APA (6th Edition):
Lanteigne, D. M. (2011). Patterns among emotional experience, arousal, and expression in adolescence
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6694
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lanteigne, Dianna Melanie. “Patterns among emotional experience, arousal, and expression in adolescence
.” 2011. Thesis, Queens University. Accessed January 22, 2020.
http://hdl.handle.net/1974/6694.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lanteigne, Dianna Melanie. “Patterns among emotional experience, arousal, and expression in adolescence
.” 2011. Web. 22 Jan 2020.
Vancouver:
Lanteigne DM. Patterns among emotional experience, arousal, and expression in adolescence
. [Internet] [Thesis]. Queens University; 2011. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1974/6694.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lanteigne DM. Patterns among emotional experience, arousal, and expression in adolescence
. [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6694
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Tech
23.
Day, Kimberly L.
Children's Private Speech During an Emotion-Eliciting Task.
Degree: MS, Human Development, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/42503
► This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an emotion-eliciting task. This research helps…
(more)
▼ This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an
emotion-eliciting task. This research helps to bridge the divide between cognitive and emotional aspects of children's self-
regulation by integrating how cognitive private speech strategies may be used to regulate
emotion. Preschool-aged children (n = 116) completed a frustration task. Emotional expressions (anger and sadness),
emotion regulation strategies (distraction and self-comforting behaviors), persistence (latency to quit and duration of on-task behavior), and children's private speech were coded. Whereas higher levels of nonfacilitative task-relevant private speech were associated with higher levels of both sadness and anger, social speech was positively associated with sadness, and inaudible muttering was positively associated with anger. Private speech, specifically vocalizations and task-irrelevant private speech, was also positively associated with the
regulation strategies of self-comforting and distraction. Facilitative task-relevant private speech, however, was negatively associated with distraction. Finally, higher levels of social speech were associated with less persistence, while higher levels of facilitative task-relevant private speech was associated with more persistence. Findings from this study support the idea that private speech can have a regulatory effect during frustrating situations that children experience. Private speech occurred alongside emotions and
regulation strategies in meaningful ways. Including measures of private speech in future studies on
emotion regulation will add more detail and depth to researchers' understanding of children's regulatory abilities. In the future, interventions could be created to encourage children's use of private speech to enhance their
emotion regulatory abilities.
Advisors/Committee Members: Smith, Cynthia L. (committeechair), Bell, Martha Ann (committee member), Fu, Victoria R. (committee member).
Subjects/Keywords: Emotion; Emotion regulation; Preschool children; Private speech
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APA (6th Edition):
Day, K. L. (2010). Children's Private Speech During an Emotion-Eliciting Task. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/42503
Chicago Manual of Style (16th Edition):
Day, Kimberly L. “Children's Private Speech During an Emotion-Eliciting Task.” 2010. Masters Thesis, Virginia Tech. Accessed January 22, 2020.
http://hdl.handle.net/10919/42503.
MLA Handbook (7th Edition):
Day, Kimberly L. “Children's Private Speech During an Emotion-Eliciting Task.” 2010. Web. 22 Jan 2020.
Vancouver:
Day KL. Children's Private Speech During an Emotion-Eliciting Task. [Internet] [Masters thesis]. Virginia Tech; 2010. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/10919/42503.
Council of Science Editors:
Day KL. Children's Private Speech During an Emotion-Eliciting Task. [Masters Thesis]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/42503
George Mason University
24.
Fettig, Nicole Bowling.
Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
.
Degree: 2012, George Mason University
URL: http://hdl.handle.net/1920/7958
► Young children differ in the way they experience, modulate and express emotion. Children’s ability to modulate their emotions is an important skill for the development…
(more)
▼ Young children differ in the way they experience, modulate and express
emotion.
Children’s ability to modulate their emotions is an important skill for the development of socioemotional competence, as competence is partly judged by the ability to attend and adapt to the demands of specific social situations in appropriate ways. In particular, research has linked difficulty in regulating negative emotions to emotional and behavioral problems.
Emotion regulation has been assessed through the use of provocation tasks in social contexts as such tasks allow researchers to contrast displayed emotions to the presumed ‘experienced’ emotions.
Previous work has linked individual differences in
emotion regulation to
individual differences in initial emotional reactivity (often marked by broad patterns of temperament and psychophysiology) and gender. The primary objective of this study is to examine the impact of
emotion reactivity and gender on children’s affective responses to disappointment. Specifically, we examined levels of positive and negative affect across conditions varying in affective and social demands. The results of this study may elucidate mechanisms that impact a child’s ability to adaptively regulate emotions.
Advisors/Committee Members: Perez-Edgar, Koraly (advisor).
Subjects/Keywords: emotion regulation;
temperament;
emotion reactivity;
gender
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Export
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Manager
APA (6th Edition):
Fettig, N. B. (2012). Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7958
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fettig, Nicole Bowling. “Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
.” 2012. Thesis, George Mason University. Accessed January 22, 2020.
http://hdl.handle.net/1920/7958.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fettig, Nicole Bowling. “Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
.” 2012. Web. 22 Jan 2020.
Vancouver:
Fettig NB. Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
. [Internet] [Thesis]. George Mason University; 2012. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1920/7958.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fettig NB. Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender
. [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7958
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
George Mason University
25.
Herndon, Kristina J.
Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
.
Degree: 2014, George Mason University
URL: http://hdl.handle.net/1920/8707
► Emotion regulation is necessary for children to learn to negotiate the demands of the preschool environment, form working relationships with teachers, develop friendships, succeed in…
(more)
▼ Emotion regulation is necessary for children to learn to negotiate the demands of the preschool environment, form working relationships with teachers, develop friendships, succeed in academic achievement, and adjust to school (Shields et al., 2001; Denham et al., 2003; Fabes et al., 1999; Herndon, Bailey, Shewark, Denham & Bassett, in press; Schelble, Franks, & Miller, 2010). The purpose of this study was to explore
emotion regulation and dysregulation techniques displayed by children in toddler classrooms compared to children in classrooms for 3- and 4-year-olds. Data was collected from 149 2-, 3-, and 4-year-olds using the Positive Reactions to Emotionally Arousing Problem Situations and the Negative Reactions to Emotionally Arousing Problem Situations subscales on the Minnesota Preschool Affect Checklist-Revised/Shortened (MPAC-R/S). It was found that
emotion regulation occurs in 2-year-old classrooms. Furthermore, it was found that 4-year-olds showed significantly more
emotion regulation in their
classrooms than 3-year-olds. Results have implications to further expand the social-emotional curriculum in preschools to include 2-year-olds to maximize their development of social-emotional competence.
Advisors/Committee Members: Denham, Susanne A (advisor).
Subjects/Keywords: emotion regulation;
toddlers;
emotion dysregulation;
preschoolers
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APA ·
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Manager
APA (6th Edition):
Herndon, K. J. (2014). Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8707
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Herndon, Kristina J. “Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
.” 2014. Thesis, George Mason University. Accessed January 22, 2020.
http://hdl.handle.net/1920/8707.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Herndon, Kristina J. “Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
.” 2014. Web. 22 Jan 2020.
Vancouver:
Herndon KJ. Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
. [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/1920/8707.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Herndon KJ. Age Differences in Emotion Regulation in Toddler and Preschool Classrooms
. [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8707
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manchester
26.
Tengku Mahamad, Tengku Elena Binti.
Emotional Labour in the Malaysian Higher
Education.
Degree: 2018, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319
► Emotional labour concerns the management of feelings as part of a person’s job role. Studies on emotional labour have mostly focused on the role played…
(more)
▼ Emotional labour concerns the management of
feelings as part of a person’s job role. Studies on emotional
labour have mostly focused on the role played by the focal worker
(or agent) who is expected to engage in the management of feelings,
neglecting the possibility that the recipient of emotional labour
(or target) might play a more active and extensive role in shaping
the process. Moreover, research in this field has largely
concentrated on how agents manage their own feelings to meet
organisational expectations, rather than also considering how the
management of other people’s feelings might be a core part of
emotional labour. This doctoral thesis aimed to address the roles
played by both agents and targets in the emotional labour process
and to examine the use of strategies to manage one’s own and
others’ feelings during emotional labour. An additional aim was
to explore factors that influence emotional labour, including
agents’ gender and seniority and the type of institution they
work within. The central questions in this thesis were applied to a
specific context: higher education. In particular, academics were
studied as the agents of emotional labour, with their students as
the targets. Emotional labour is highly salient in this context
because academics’
emotion management has been suggested to play
an important role in getting students engaged in their learning. I
adopted a qualitative case study approach to study these issues.
Data were generated from interviews, focus groups, and observations
involving 44 participants comprising of academics, students, and
heads of teaching staff from four case study universities (two
teaching-focused and two research-focused university) in Malaysia.
The interviews, focus groups, and observations generated rich
accounts, examples, and reflections on participants’ experiences
relating to emotional labour in relation to lectures. The resulting
data were analysed using template analysis. Findings suggested that
students are not passive recipients of emotional labour; instead,
they are active participants whose emotional responses play an
integral aspect in shaping how academics feel and are an important
driver of the academics’ subsequent emotional labour. Moreover,
students also discussed initiating and reciprocating the
regulation
of
emotion during lectures, driven by motives such as achieving
personal goals (e.g., higher grades). There was clear evidence of
academics (as well as students) using strategies to manage
others’ feelings as well as their own, suggesting that
‘interpersonal
emotion regulation’ is a core mechanism for
achieving emotional labour requirements. In addition, I found that
a key area in which emotional labour is used is ‘backstage’,
outside of face-to-face interactions with targets, in order to
prepare before and recover after performing emotional labour.
Finally factors such as gender, seniority, and institution type
were seen to have a profound impact on the emotional labour
process, affecting the type of strategies that…
Advisors/Committee Members: Niven, Karen.
Subjects/Keywords: emotional labour; intrapersonal emotion regulation; interpersonal emotion regulation; emotion regulation; higher education
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APA (6th Edition):
Tengku Mahamad, T. E. B. (2018). Emotional Labour in the Malaysian Higher
Education. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319
Chicago Manual of Style (16th Edition):
Tengku Mahamad, Tengku Elena Binti. “Emotional Labour in the Malaysian Higher
Education.” 2018. Doctoral Dissertation, University of Manchester. Accessed January 22, 2020.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319.
MLA Handbook (7th Edition):
Tengku Mahamad, Tengku Elena Binti. “Emotional Labour in the Malaysian Higher
Education.” 2018. Web. 22 Jan 2020.
Vancouver:
Tengku Mahamad TEB. Emotional Labour in the Malaysian Higher
Education. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Jan 22].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319.
Council of Science Editors:
Tengku Mahamad TEB. Emotional Labour in the Malaysian Higher
Education. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319
University of Alberta
27.
Kostiuk, Lynne M.
Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents.
Degree: PhD, Department of Educational Psychology, 2011, University of Alberta
URL: https://era.library.ualberta.ca/files/pk02cb10b
► The development of the Adolescent Emotion Regulation Questionnaire (AERQ) involved the creation of instrument items that were designed to measure emotion regulation strategies in cognitive,…
(more)
▼ The development of the Adolescent Emotion Regulation
Questionnaire (AERQ) involved the creation of instrument items that
were designed to measure emotion regulation strategies in
cognitive, behavioral, physiological, and social response domains;
intensity or duration emotional features; and pleasant or
unpleasant emotional valances. The AERQ underwent revisions
following an expert analysis and pilot testing, which resulted in
an 80 item instrument to administer to 364 adolescents between the
ages of 12 – 17 years in the Greater Edmonton Area. Confirmatory
factor analysis indicated that the hypothesized structure for the
instrument (4 domains x 2 emotional features x 2 emotional
valances) was not supported and therefore was abandoned. An
exploratory factor analysis revealed a 4 factor model that clearly
distinguished between pleasant and unpleasant emotional valances.
The model also made a distinction between cognitive and
physiological response domains within the unpleasant emotional
valance, as well as a complex factor relating to the social
response domain. A bivariate correlational matrix (N=354)
portraying the strength and direction of relationships between the
four AERQ factors and 15 scales that comprised the supplementary
measures (i.e., Beck Youth Inventories-II, Cognitive Emotion
Regulation Questionnaire, and WISC Symbol Search) demonstrated
convergent and divergent validity support for the
AERQ.
Subjects/Keywords: Adolescence; Measurement; Emotion Regulation
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MLA ·
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CSE |
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APA (6th Edition):
Kostiuk, L. M. (2011). Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pk02cb10b
Chicago Manual of Style (16th Edition):
Kostiuk, Lynne M. “Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents.” 2011. Doctoral Dissertation, University of Alberta. Accessed January 22, 2020.
https://era.library.ualberta.ca/files/pk02cb10b.
MLA Handbook (7th Edition):
Kostiuk, Lynne M. “Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents.” 2011. Web. 22 Jan 2020.
Vancouver:
Kostiuk LM. Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Jan 22].
Available from: https://era.library.ualberta.ca/files/pk02cb10b.
Council of Science Editors:
Kostiuk LM. Adolescent Emotion Regulation Questionnaire: Development and
Validation of a Measure of Emotion Regulation for
Adolescents. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/pk02cb10b
University of Illinois – Urbana-Champaign
28.
Flores, Luis E.
The effect of the social regulation of emotion on emotional memory.
Degree: PhD, Psychology, 2015, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/88184
► This dissertation consists of two projects that examine the effect of the social regulation of emotion (in the form of handholding) on two types of…
(more)
▼ This dissertation consists of two projects that examine the effect of the social
regulation of
emotion (in the form of handholding) on two types of emotional memory (i.e., emotional long-term memory and emotional working memory). Participants in both projects completed questionnaires regarding their desire for emotional closeness and attachment style. In the long-term memory project, participants viewed a series of negative, neutral, and positive images. Each participant held a stress ball for half of the slide show and held someone’s hand for the other half. Participants returned one week later to complete a recognition task. The handholding condition reduced memory for negative but not positive images compared to the stress ball condition. Neither desired emotional closeness nor attachment style moderated the effect of the social
regulation of
emotion. The working memory project consisted of two similar studies, in which participants completed an emotional working memory task that measured the ability to remove irrelevant information from working memory. In Study 1, the emotional working memory task consisted only of negative images, and each participant did half of the task while holding someone’s hand and half of the task while not holding someone’s hand. In Study 2, the emotional working memory task consisted of both negative and neutral images, and each participant completed the entire task while either holding a stress ball or holding someone’s hand. Overall, there appeared to be better ability to update negative contents of working memory in the handholding condition of each study than the control condition among people with high desired emotional closeness, but not among people with low desired emotional closeness. The present findings provide evidence that the social
regulation of
emotion can help weaken memory for negative information. In the case of working memory, this effect may only be present among those with high desired emotional closeness.
Advisors/Committee Members: Berenbaum, Howard (advisor), Benjamin, Aaron S. (Committee Chair), Fraley, R.C. (committee member), Gold, Paul E (committee member), Heller, Wendy (committee member), Korol, Donna L. (committee member).
Subjects/Keywords: Interpersonal; Emotion regulation; Emotional memory
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Flores, L. E. (2015). The effect of the social regulation of emotion on emotional memory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88184
Chicago Manual of Style (16th Edition):
Flores, Luis E. “The effect of the social regulation of emotion on emotional memory.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 22, 2020.
http://hdl.handle.net/2142/88184.
MLA Handbook (7th Edition):
Flores, Luis E. “The effect of the social regulation of emotion on emotional memory.” 2015. Web. 22 Jan 2020.
Vancouver:
Flores LE. The effect of the social regulation of emotion on emotional memory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jan 22].
Available from: http://hdl.handle.net/2142/88184.
Council of Science Editors:
Flores LE. The effect of the social regulation of emotion on emotional memory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88184
University of Notre Dame
29.
Naomi Vanessa Ekas.
Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>.
Degree: MA, Psychology, 2007, University of Notre Dame
URL: https://curate.nd.edu/show/vx021c20x7q
► This study examined 20-month-old toddlers’ behavioral strategies for emotion regulation with mothers and fathers. One hundred and sixteen toddlers participated in a frustrating situation…
(more)
▼ This study examined 20-month-old toddlers’
behavioral strategies for
emotion regulation with mothers and
fathers. One hundred and sixteen toddlers participated in a
frustrating situation in a laboratory setting, with each parent,
during which parents were instructed to ignore their child.
Toddlers’ use of several different behavioral strategies (visual,
verbal, and motor), as well as their affect, were examined during
the frustrating situation. Results suggested moderate consistencies
in toddler affect and strategy use, across mothers and fathers.
Overall, results suggest that lower levels of distress are
associated with spending shorter amounts of time engaged in
parent-oriented strategies, regardless of the parent context.
Consistent with developmental theories of
emotion regulation, this
may reflect toddlers’ increasing ability to identify the source of
their distress.
Advisors/Committee Members: Thomas Whitman, Committee Member, Julia Braungart-Rieker, Committee Chair, Sy-Miin Chow, Committee Member.
Subjects/Keywords: emotion regulation
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APA (6th Edition):
Ekas, N. V. (2007). Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/vx021c20x7q
Chicago Manual of Style (16th Edition):
Ekas, Naomi Vanessa. “Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>.” 2007. Masters Thesis, University of Notre Dame. Accessed January 22, 2020.
https://curate.nd.edu/show/vx021c20x7q.
MLA Handbook (7th Edition):
Ekas, Naomi Vanessa. “Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>.” 2007. Web. 22 Jan 2020.
Vancouver:
Ekas NV. Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2007. [cited 2020 Jan 22].
Available from: https://curate.nd.edu/show/vx021c20x7q.
Council of Science Editors:
Ekas NV. Toddlers' Behavioral Strategies with Mothers and
Fathers</h1>. [Masters Thesis]. University of Notre Dame; 2007. Available from: https://curate.nd.edu/show/vx021c20x7q
The Ohio State University
30.
Dunn, Emily Justine.
How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction.
Degree: MA, Psychology, 2015, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590
► Rumination is a form of unconstructive repetitive thought (Watkins, 2008) that has been associated with psychopathology. Once it starts, this process is difficult to stop…
(more)
▼ Rumination is a form of unconstructive repetitive
thought (Watkins, 2008) that has been associated with
psychopathology. Once it starts, this process is difficult to stop
and recent models have suggested that people might even engage in
self-destructive behaviors to escape from ruminative thoughts
(e.g., Baumeister, 1991; Nolen-Hoeksema, Stice, Wade, & Bohon,
2007; Selby & Joiner, 2009). Extant work is limited to
correlational designs. The present thesis aims to experimentally
test whether people might be willing to escape rumination, even if
that entails engaging with aversive stimuli. Participants (N = 110)
completed a thought task that provided opportunities to “escape”
thoughts and instead view a film clip (two blocks of neutral film
clips, four blocks of disgust film clips). They were randomly
assigned to one of two experimental conditions (distraction or
rumination). There were no main effects of thought condition or
interactions in predicting switching behavior from the thought task
to the film clip. Similarly, there were no significant associations
between switching behavior and individual differences in
psychopathology symptoms,
emotion dysregulation, habitual
rumination, disgust sensitivity and propensity, or resting heart
rate variability. The one exception was that individual differences
in disgust propensity predicted fewer switches to the disgust film
(that is, across both conditions, participants higher in disgust
propensity preferred to engage in thinking, rather than viewing the
aversive stimulus). Of note, the effect of the rumination induction
was weak. Thus, it will be essential for future work examining the
process of stopping rumination to utilize stronger, more aversive
inductions. Additionally, future research should expand to include
clinical populations to increase power to detect individual
differences in mental health functioning and habitual use of
rumination.
Advisors/Committee Members: Aldao, Amelia (Advisor).
Subjects/Keywords: Psychology; rumination, emotion regulation
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dunn, E. J. (2015). How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590
Chicago Manual of Style (16th Edition):
Dunn, Emily Justine. “How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction.” 2015. Masters Thesis, The Ohio State University. Accessed January 22, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590.
MLA Handbook (7th Edition):
Dunn, Emily Justine. “How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction.” 2015. Web. 22 Jan 2020.
Vancouver:
Dunn EJ. How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Jan 22].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590.
Council of Science Editors:
Dunn EJ. How Do People Escape Rumination? Development of a Laboratory
Task to Assess the Role of Negative Valenced Distraction. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440347590
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Open Access Theses and Dissertations