subject:(emotion regulation)

Queens University

1. 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 (6^th 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 (16^th Edition):

De France, Kalee. “Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions .” 2015. Thesis, Queens University. Accessed January 23, 2021. 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 (7^th Edition):

De France, Kalee. “Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions .” 2015. Web. 23 Jan 2021.

Vancouver:

De France K. Regulation of Emotion Systems: Assessing Acts of Down-Regulation of Negative Emotions . [Internet] [Thesis]. Queens University; 2015. [cited 2021 Jan 23]. 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

Tulane University

2. 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 (6^th 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 (16^th Edition):

Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Thesis, Tulane University. Accessed January 23, 2021. 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 (7^th Edition):

Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Web. 23 Jan 2021.

Vancouver:

Carreras J. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. [Internet] [Thesis]. Tulane University; 2017. [cited 2021 Jan 23]. 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

3. 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)

Subjects/Keywords: emotion regulation; prayer; emotion; belief

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APA (6^th 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 (16^th Edition):

Kossurok, Anke. “The effect of praying on emotion regulation.” 2012. Thesis, University of Edinburgh. Accessed January 23, 2021. 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 (7^th Edition):

Kossurok, Anke. “The effect of praying on emotion regulation.” 2012. Web. 23 Jan 2021.

Vancouver:

Kossurok A. The effect of praying on emotion regulation. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2021 Jan 23]. 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

Penn State University

4. Spencer, Lauren A. IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN.

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/pr76f340k

► Everyone has to do things they don’t enjoy, and often these unpleasant tasks happen more than once. This project examined how expecting to repeat an… (more)

Subjects/Keywords: affect; emotion; emotion regulation; motivation

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APA (6^th Edition):

Spencer, L. A. (2016). IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/pr76f340k

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Spencer, Lauren A. “IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN.” 2016. Thesis, Penn State University. Accessed January 23, 2021. https://submit-etda.libraries.psu.edu/catalog/pr76f340k.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Spencer, Lauren A. “IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN.” 2016. Web. 23 Jan 2021.

Vancouver:

Spencer LA. IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/pr76f340k.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spencer LA. IGNORANCE IS BLISS: UNPLEASANT TASKS SEEM WORSE IF THEY ARE EXPECTED TO HAPPEN AGAIN. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/pr76f340k

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

5. Are, Funlola Ganiat. Moderating role of race in emotion socialization practices.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36592

► The current study explored the relations between parental emotion socialization responses and adult emotion regulation in an African American (N = 23) and European American… (more)

Subjects/Keywords: emotion socialization; emotion regulation; race

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APA (6^th Edition):

Are, F. G. (2017). Moderating role of race in emotion socialization practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Are, Funlola Ganiat. “Moderating role of race in emotion socialization practices.” 2017. Thesis, University of Georgia. Accessed January 23, 2021. http://hdl.handle.net/10724/36592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Are, Funlola Ganiat. “Moderating role of race in emotion socialization practices.” 2017. Web. 23 Jan 2021.

Vancouver:

Are FG. Moderating role of race in emotion socialization practices. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10724/36592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Are FG. Moderating role of race in emotion socialization practices. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

6. Morelen, Diana. Maternal emotion regulation.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/35746

► 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)

Subjects/Keywords: Emotion regulation; emotion parenting; children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Morelen, D. (2016). Maternal emotion regulation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35746

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morelen, Diana. “Maternal emotion regulation.” 2016. Thesis, University of Georgia. Accessed January 23, 2021. http://hdl.handle.net/10724/35746.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morelen, Diana. “Maternal emotion regulation.” 2016. Web. 23 Jan 2021.

Vancouver:

Morelen D. Maternal emotion regulation. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10724/35746.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morelen D. Maternal emotion regulation. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35746

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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 23, 2021. http://hdl.handle.net/10523/1851.

MLA Handbook (7^th Edition):

Lim, Bee Teng. “The Ubiquitous Decline or Paradox of Aging: Young and Older Adults' Differences in Emotion Reactivity, Recognition and Regulation .” 2011. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

Oregon State University

8. 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)

Subjects/Keywords: emotion regulation; Adolescence

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APA (6^th 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 (16^th Edition):

Lewis, Kendra M. “Emotion regulation and hyperactivity during the transition into adolescence.” 2010. Masters Thesis, Oregon State University. Accessed January 23, 2021. http://hdl.handle.net/1957/16316.

MLA Handbook (7^th Edition):

Lewis, Kendra M. “Emotion regulation and hyperactivity during the transition into adolescence.” 2010. Web. 23 Jan 2021.

Vancouver:

Lewis KM. Emotion regulation and hyperactivity during the transition into adolescence. [Internet] [Masters thesis]. Oregon State University; 2010. [cited 2021 Jan 23]. 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

9. 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)

Subjects/Keywords: emotion regulation; personality

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APA (6^th 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 (16^th Edition):

Lindström, Helena. “Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken.” 2011. Thesis, University of Gävle. Accessed January 23, 2021. 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 (7^th Edition):

Lindström, Helena. “Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken.” 2011. Web. 23 Jan 2021.

Vancouver:

Lindström H. Personlighet och situationsfaktorer har olika betydelse för emotionsreglering i olika yrken. [Internet] [Thesis]. University of Gävle; 2011. [cited 2021 Jan 23]. 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

Georgia Tech

10. 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)

Subjects/Keywords: Aging; Emotion regulation

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APA (6^th 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 (16^th Edition):

Morgan, Erin Senesac. “Use of distraction as an emotion regulation strategy in old age.” 2014. Doctoral Dissertation, Georgia Tech. Accessed January 23, 2021. http://hdl.handle.net/1853/52276.

MLA Handbook (7^th Edition):

Morgan, Erin Senesac. “Use of distraction as an emotion regulation strategy in old age.” 2014. Web. 23 Jan 2021.

Vancouver:

Morgan ES. Use of distraction as an emotion regulation strategy in old age. [Internet] [Doctoral dissertation]. Georgia Tech; 2014. [cited 2021 Jan 23]. 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

University of Illinois – Urbana-Champaign

11. O'Brien, Margaret M. Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory.

Degree: MS, Psychology, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/101736

► Emotional stimuli tend to capture attention and this may lead to an immediate increase in our subjective emotional experience, as well as to longer-term enhancing… (more)

▼ Emotional stimuli tend to capture attention and this may lead to an immediate increase in our subjective emotional experience, as well as to longer-term enhancing effects on our memory for emotional stimuli. In extreme circumstances, increased emotional reactivity to negative stimuli may become symptomatic of mental health problems, including depression or anxiety. One Emotion Regulation (ER) strategy (Focused Attention, FA) may be particularly suited to counteract these effects, by disrupting the automatic routing of attention to emotional components of stimuli. However, this strategy has been studied mainly in the context of immediate effects of emotion. The present research investigated both the immediate and long-term impact of FA as an ER strategy, using behavioral and eye-tracking measures in a two-part study. During part one, participants were shown a series of negative and neutral images, manipulated so that they had clearly distinguishable foreground (emotional or neutral) and background (always neutral) areas. Participants were instructed to look either at the foreground (FG) or background (BG) area of each image, while eye-tracking data were recorded, and then rate their emotional experiences. During part two, one week later, participants’ memory was assessed for both the FG areas (item memory) and their relation to the associated BG areas (relational memory). Eye-tracking results demonstrate that participants were successful in engaging in FA, and this was associated with decreased emotional experience in the BG Focus compared to FG Focus conditions for emotional images. Item memory results revealed that FA was successful in decreasing item memory for images viewed in BG Focus condition, although overall participants had increased memory for emotional items, which was driven by recollection-based retrieval. Relational memory results showed the opposite pattern, in that it was impaired for emotional images viewed in the FG Focus condition, possibly due to enhanced attentional capturing effects of emotion that disrupted processing of the associated BG areas. Interestingly, this effect occurred in the context of overall more emotional items being successfully retrieved together with their associated BG contexts. Taken together, these results indicate the promise of FA as an effective ER strategy, as well as shed light on seemingly discrepant evidence regarding the impact of emotion on different forms of memory. Advisors/Committee Members: Dolcos, Florin (advisor), Dolcos, Sanda (committee member), Buetti, Simona (committee member).

Subjects/Keywords: Emotion Regulation; Memory

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APA (6^th Edition):

O'Brien, M. M. (2018). Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

O'Brien, Margaret M. “Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed January 23, 2021. http://hdl.handle.net/2142/101736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

O'Brien, Margaret M. “Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory.” 2018. Web. 23 Jan 2021.

Vancouver:

O'Brien MM. Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2142/101736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Brien MM. Immediate and long-term effects of emotion regulation: an eye-tracking investigation of focused attention on emotional experience and memory. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Vijay, Aditi. The Interpersonal Context of Emotion.

Degree: 2013, University of Nevada – Reno

URL: http://hdl.handle.net/11714/3079

► Trauma-related distress is associated with disturbances in emotion regulation (Tull, Barrett, McMillan, & Roemer, 2007). The current study investigated associations of emotional reactivity, emotional sensitivity,… (more)

Subjects/Keywords: Emotion Regulation; Trauma

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APA (6^th Edition):

Vijay, A. (2013). The Interpersonal Context of Emotion. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vijay, Aditi. “The Interpersonal Context of Emotion.” 2013. Thesis, University of Nevada – Reno. Accessed January 23, 2021. http://hdl.handle.net/11714/3079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vijay, Aditi. “The Interpersonal Context of Emotion.” 2013. Web. 23 Jan 2021.

Vancouver:

Vijay A. The Interpersonal Context of Emotion. [Internet] [Thesis]. University of Nevada – Reno; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11714/3079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vijay A. The Interpersonal Context of Emotion. [Thesis]. University of Nevada – Reno; 2013. Available from: http://hdl.handle.net/11714/3079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

13. 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)

Subjects/Keywords: Borderline Personality Disorder; Emotion; Emotion Regulation; Emotion Vulnerability; Positive Emotion; 0622

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APA (6^th 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 (16^th 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 23, 2021. http://hdl.handle.net/1807/70697.

MLA Handbook (7^th Edition):

Williams, Gregory Evan. “Positive and Negative Emotion Vulnerability Following a Positive Mood Induction in the Context of Borderline Personality Disorder.” 2015. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

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)

Subjects/Keywords: emotion language; emotion understanding; emotion regulation; emotion socialization

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APA (6^th 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 (16^th 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 23, 2021. http://hdl.handle.net/10919/64002.

MLA Handbook (7^th Edition):

Neal, Amy Elizabeth. “What do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Development.” 2014. Web. 23 Jan 2021.

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 2021 Jan 23]. 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 California – Berkeley

15. 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)

Subjects/Keywords: Psychology; Emotion; Emotion regulation; Marriage; Relationship satisfaction

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APA (6^th 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 (16^th 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 23, 2021. 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 (7^th Edition):

Bloch, Lian Michal. “Naturalistic emotion regulation: The measurement and social consequences of spontaneous emotion regulation during marital conflict.” 2011. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

16. 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)

Subjects/Keywords: Psychology; affect labeling; emotion; emotion regulation

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APA (6^th 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 (16^th Edition):

Torre, Jared Torre. “How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling.” 2016. Thesis, UCLA. Accessed January 23, 2021. 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 (7^th Edition):

Torre, Jared Torre. “How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling.” 2016. Web. 23 Jan 2021.

Vancouver:

Torre JT. How Putting Feelings into Words Reduces Our Emotional Experiences: Understanding Mechanisms of Affect Labeling. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Jan 23]. 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

University of Georgia

17. Whitehead, Monica Renee. Family emotional environment and emotion regulation.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/30702

► 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)

Subjects/Keywords: Emotion regulation; Emotion; OCD; Depression; Comorbidity

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APA (6^th Edition):

Whitehead, M. R. (2014). Family emotional environment and emotion regulation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Whitehead, Monica Renee. “Family emotional environment and emotion regulation.” 2014. Thesis, University of Georgia. Accessed January 23, 2021. http://hdl.handle.net/10724/30702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Whitehead, Monica Renee. “Family emotional environment and emotion regulation.” 2014. Web. 23 Jan 2021.

Vancouver:

Whitehead MR. Family emotional environment and emotion regulation. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10724/30702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Whitehead MR. Family emotional environment and emotion regulation. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/30702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

18. Caskey, Ryan. Confronting Ego Threats with Reappraisal versus Rumination.

Degree: MS, Psychology, 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)

Subjects/Keywords: Emotion; Emotion Regulation

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APA (6^th Edition):

Caskey, R. (2010). Confronting Ego Threats with Reappraisal versus Rumination. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274

Chicago Manual of Style (16^th Edition):

Caskey, Ryan. “Confronting Ego Threats with Reappraisal versus Rumination.” 2010. Masters Thesis, Texas A&M University. Accessed January 23, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274.

MLA Handbook (7^th Edition):

Caskey, Ryan. “Confronting Ego Threats with Reappraisal versus Rumination.” 2010. Web. 23 Jan 2021.

Vancouver:

Caskey R. Confronting Ego Threats with Reappraisal versus Rumination. [Internet] [Masters thesis]. Texas A&M University; 2010. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274.

Council of Science Editors:

Caskey R. Confronting Ego Threats with Reappraisal versus Rumination. [Masters Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-274

Penn State University

19. Tan, Patricia Z. Strategy Flexibility: A New View of Early Childhood Emotion Regulation.

Degree: 2011, Penn State University

URL: https://submit-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… Advisors/Committee Members: Pamela Marie Cole, Dissertation Advisor/Co-Advisor, Pamela Marie Cole, Committee Chair/Co-Chair, Kristin Buss, Committee Member, Clancy B Blair, Committee Member, Jose Angel Soto, Committee Member.

Subjects/Keywords: emotion regulation; emotion; flexibility; preschool children

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APA (6^th Edition):

Tan, P. Z. (2011). Strategy Flexibility: A New View of Early Childhood Emotion Regulation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12256

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tan, Patricia Z. “Strategy Flexibility: A New View of Early Childhood Emotion Regulation.” 2011. Thesis, Penn State University. Accessed January 23, 2021. https://submit-etda.libraries.psu.edu/catalog/12256.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tan, Patricia Z. “Strategy Flexibility: A New View of Early Childhood Emotion Regulation.” 2011. Web. 23 Jan 2021.

Vancouver:

Tan PZ. Strategy Flexibility: A New View of Early Childhood Emotion Regulation. [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Jan 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/12256.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tan PZ. Strategy Flexibility: A New View of Early Childhood Emotion Regulation. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12256

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

George Mason University

20. 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)

Subjects/Keywords: emotion regulation; temperament; emotion reactivity; gender

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APA (6^th 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 (16^th 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 23, 2021. 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 (7^th Edition):

Fettig, Nicole Bowling. “Children’s Emotion Regulation during a Disappointment: the Moderating Roles of Emotion Reactivity and Gender .” 2012. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

21. 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)

Subjects/Keywords: emotion regulation; toddlers; emotion dysregulation; preschoolers

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APA (6^th 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 (16^th Edition):

Herndon, Kristina J. “Age Differences in Emotion Regulation in Toddler and Preschool Classrooms .” 2014. Thesis, George Mason University. Accessed January 23, 2021. 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 (7^th Edition):

Herndon, Kristina J. “Age Differences in Emotion Regulation in Toddler and Preschool Classrooms .” 2014. Web. 23 Jan 2021.

Vancouver:

Herndon KJ. Age Differences in Emotion Regulation in Toddler and Preschool Classrooms . [Internet] [Thesis]. George Mason University; 2014. [cited 2021 Jan 23]. 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

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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th Edition):

Lanteigne, Dianna Melanie. “Patterns among emotional experience, arousal, and expression in adolescence .” 2011. Thesis, Queens University. Accessed January 23, 2021. 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 (7^th Edition):

Lanteigne, Dianna Melanie. “Patterns among emotional experience, arousal, and expression in adolescence .” 2011. Web. 23 Jan 2021.

Vancouver:

Lanteigne DM. Patterns among emotional experience, arousal, and expression in adolescence . [Internet] [Thesis]. Queens University; 2011. [cited 2021 Jan 23]. 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

23. Harland, Sabine. Investigating the effectiveness of emotion regulation skills groups and service user perspectives.

Degree: Thesis (D.Clin.Psy.), 2018, Canterbury Christ Church University

URL: https://repository.canterbury.ac.uk/item/8q885/investigating-the-effectiveness-of-emotion-regulation-skills-groups-and-service-user-perspectives ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794889

► Background and aims: People with emotional intensity difficulties experience difficulties regulating their emotions without meeting the threshold for a borderline personality disorder diagnosis. Managing group… (more)

Subjects/Keywords: 150; Emotion dysregulation; group therapy; emotion regulation

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APA (6^th Edition):

Harland, S. (2018). Investigating the effectiveness of emotion regulation skills groups and service user perspectives. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/8q885/investigating-the-effectiveness-of-emotion-regulation-skills-groups-and-service-user-perspectives ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794889

Chicago Manual of Style (16^th Edition):

Harland, Sabine. “Investigating the effectiveness of emotion regulation skills groups and service user perspectives.” 2018. Doctoral Dissertation, Canterbury Christ Church University. Accessed January 23, 2021. https://repository.canterbury.ac.uk/item/8q885/investigating-the-effectiveness-of-emotion-regulation-skills-groups-and-service-user-perspectives ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794889.

MLA Handbook (7^th Edition):

Harland, Sabine. “Investigating the effectiveness of emotion regulation skills groups and service user perspectives.” 2018. Web. 23 Jan 2021.

Vancouver:

Harland S. Investigating the effectiveness of emotion regulation skills groups and service user perspectives. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2018. [cited 2021 Jan 23]. Available from: https://repository.canterbury.ac.uk/item/8q885/investigating-the-effectiveness-of-emotion-regulation-skills-groups-and-service-user-perspectives ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794889.

Council of Science Editors:

Harland S. Investigating the effectiveness of emotion regulation skills groups and service user perspectives. [Doctoral Dissertation]. Canterbury Christ Church University; 2018. Available from: https://repository.canterbury.ac.uk/item/8q885/investigating-the-effectiveness-of-emotion-regulation-skills-groups-and-service-user-perspectives ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794889

Virginia Tech

24. 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)

Subjects/Keywords: Oppositional Defiant Disorder; Emotion Socialization; Emotion Regulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 23, 2021. http://hdl.handle.net/10919/78086.

MLA Handbook (7^th Edition):

Miller, Rachel Lynn. “Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation.” 2014. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

University of Georgia

25. Thomassin, Kristel. The role of the interparental process in emotion socialization.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/29673

► The current study investigated the role of the interparental subsystem in emotion socialization. Specifically, links between interparental positive affect congruity (IPAC) and components of child… (more)

Subjects/Keywords: Emotion socialization; interparental; affective congruity; emotion regulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thomassin, K. (2014). The role of the interparental process in emotion socialization. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29673

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thomassin, Kristel. “The role of the interparental process in emotion socialization.” 2014. Thesis, University of Georgia. Accessed January 23, 2021. http://hdl.handle.net/10724/29673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thomassin, Kristel. “The role of the interparental process in emotion socialization.” 2014. Web. 23 Jan 2021.

Vancouver:

Thomassin K. The role of the interparental process in emotion socialization. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10724/29673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomassin K. The role of the interparental process in emotion socialization. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29673

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 personâ€™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 personâ€™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 peopleâ€™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 oneâ€™s own and othersâ€™ feelings during emotional labour. An additional aim was to explore factors that influence emotional labour, including agentsâ€™ 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 academicsâ€™ 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 participantsâ€™ 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 academicsâ€™ 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 othersâ€™ feelings as well as their own, suggesting that â€˜interpersonal emotion regulationâ€™ is a core mechanism for achieving emotional labour requirements. In addition, I found that a key area in which emotional labour is used is â€˜backstageâ€™, 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

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th Edition):

Tengku Mahamad, Tengku Elena Binti. “Emotional Labour in the Malaysian Higher Education.” 2018. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317319.

MLA Handbook (7^th Edition):

Tengku Mahamad, Tengku Elena Binti. “Emotional Labour in the Malaysian Higher Education.” 2018. Web. 23 Jan 2021.

Vancouver:

Tengku Mahamad TEB. Emotional Labour in the Malaysian Higher Education. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2021 Jan 23]. 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 Manchester

27. Tengku Mahamad, Tengku Elena. Emotional labour in the Malaysian higher education.

Degree: PhD, 2019, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/emotional-labour-in-the-malaysian-higher-education(39c051b2-513a-4849-b87c-36433902ada3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799313

► 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 academics and students use…

Subjects/Keywords: higher education; emotion regulation; emotional labour; intrapersonal emotion regulation; interpersonal emotion regulation

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tengku Mahamad, T. E. (2019). Emotional labour in the Malaysian higher education. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/emotional-labour-in-the-malaysian-higher-education(39c051b2-513a-4849-b87c-36433902ada3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799313

Chicago Manual of Style (16^th Edition):

Tengku Mahamad, Tengku Elena. “Emotional labour in the Malaysian higher education.” 2019. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021. https://www.research.manchester.ac.uk/portal/en/theses/emotional-labour-in-the-malaysian-higher-education(39c051b2-513a-4849-b87c-36433902ada3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799313.

MLA Handbook (7^th Edition):

Tengku Mahamad, Tengku Elena. “Emotional labour in the Malaysian higher education.” 2019. Web. 23 Jan 2021.

Vancouver:

Tengku Mahamad TE. Emotional labour in the Malaysian higher education. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2021 Jan 23]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/emotional-labour-in-the-malaysian-higher-education(39c051b2-513a-4849-b87c-36433902ada3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799313.

Council of Science Editors:

Tengku Mahamad TE. Emotional labour in the Malaysian higher education. [Doctoral Dissertation]. University of Manchester; 2019. Available from: https://www.research.manchester.ac.uk/portal/en/theses/emotional-labour-in-the-malaysian-higher-education(39c051b2-513a-4849-b87c-36433902ada3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799313

University of California – Riverside

28. Rodriguez, Geovanna. Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD.

Degree: Education, 2015, University of California – Riverside

URL: http://www.escholarship.org/uc/item/4tt1g2b4

► This study examined emotion regulation within the context of autism spectrum disorders (ASD) and its relation to early literacy skills in students with ASD in… (more)

Subjects/Keywords: Education; ASD; emotion regulation; literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rodriguez, G. (2015). Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4tt1g2b4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodriguez, Geovanna. “Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD.” 2015. Thesis, University of California – Riverside. Accessed January 23, 2021. http://www.escholarship.org/uc/item/4tt1g2b4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodriguez, Geovanna. “Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD.” 2015. Web. 23 Jan 2021.

Vancouver:

Rodriguez G. Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2021 Jan 23]. Available from: http://www.escholarship.org/uc/item/4tt1g2b4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez G. Indices of Emotion Regulation and Their Relation to Early Literacy in Children With ASD. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/4tt1g2b4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Mississippi State University

29. Sellers, Jabari Markeon. Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas.

Degree: PhD, Counseling, Educational Psychology, and Foundations, 2017, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222017-124230/ ;

► As students mature the types and frequency of stressors increase with age. Notably, middle school can be a stressful transition period that includes new… (more)

▼ As students mature the types and frequency of stressors increase with age. Notably, middle school can be a stressful transition period that includes new peer relationships and hormonal changes, along with an increased probability of experiencing bullying and suicide ideation. Stress has been shown to have negative effects in psychological and physiological functioning among adolescents (Brietzke et al., 2012; De Young, Kenardy, & Cobham, 2011; Green et al., 2010). Effective coping skills can help to buffer these issues, giving adolescents a repertoire of tools to use. Along with that, proper emotional regulation has been shown decrease the negative effects of stress on adolescents (Berking & Whitley, 2014; Braet et al., 2014; Moriya & Takashi, 2013). These skills may be particularly important amongst adolescents living in rural areas, as they face unique and often more difficult challenges compared their urban counterparts (Imig, Bokemeier, Keefe, Struthers, & Imig, 1997; Sherman, 2006). However, research exploring rural populations is limited and does not focus on the mostly rural populated areas of the southern United States (Strong, Del Grosso, Burwick, Jethwani, & Ponza, 2005). To address the gaps in research, the purpose of the current study was to investigate if coping response styles predicted perceived stress scores in middle school students living in rural areas. Additionally, the purpose was to explore if emotional regulation moderated the relationship between coping and perceived stress. Multiple regression analysis was used to explore the predictability of coping on perceived stress scores (i.e., Perceived Stress Scale). Moreover, hierarchal regression analysis was used to explore moderation of emotional regulation on coping and perceived stress. Data were collected from a northeastern school in a rural area in Mississippi from a sample of 149 middle school students. The results indicated that coping is a statistically significant predictor of perceived stress scores, indicating that the better a student was at coping, the less likely he or she was to report perceived stress. Lastly, results revealed that a students emotional regulation does not strengthen or weaken their coping responses effect on perceived stress. Understanding how theses variables work together will provide educators with knowledge that is vital to development of prevention and intervention strategies. Advisors/Committee Members: Daniel Gadke (chair), Tawny McCleon (chair), David Morse (committee member), Laith Mazahreh (committee member).

Subjects/Keywords: coping; stress; emotion regulation; adolescents

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sellers, J. M. (2017). Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222017-124230/ ;

Chicago Manual of Style (16^th Edition):

Sellers, Jabari Markeon. “Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas.” 2017. Doctoral Dissertation, Mississippi State University. Accessed January 23, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222017-124230/ ;.

MLA Handbook (7^th Edition):

Sellers, Jabari Markeon. “Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas.” 2017. Web. 23 Jan 2021.

Vancouver:

Sellers JM. Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2021 Jan 23]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222017-124230/ ;.

Council of Science Editors:

Sellers JM. Emotion regulation as a moderator between coping and perceived stress with middle school students in rural areas. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222017-124230/ ;

University of Alberta

30. 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)

Subjects/Keywords: Adolescence; Measurement; Emotion Regulation

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 23, 2021. https://era.library.ualberta.ca/files/pk02cb10b.

MLA Handbook (7^th Edition):

Kostiuk, Lynne M. “Adolescent Emotion Regulation Questionnaire: Development and Validation of a Measure of Emotion Regulation for Adolescents.” 2011. Web. 23 Jan 2021.

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 2021 Jan 23]. 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

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Open Access Theses and Dissertations