Context-Dependent Emotion Regulation: Suppression and Reappraisal at the Burning Man Festival

McRae, Kateri; Heller, S. Megan; John, Oliver P.; Gross, James J.

doi:10.1080/01973533.2011.614170

Cited by 56 publications

(42 citation statements)

References 13 publications

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“…Values on individual items were transformed to percent of maximum possible scores, which range from 0 to 100. Thus, percent of maximum possible scores (POMP transformation) for suppression and reappraisal were computed for each participant (Cohen, Cohen, Aiken, & West, 1999; McRae, Heller, John, & Gross, 2011) and then exponent transformed to account for non-normality of the data. All but two participants completed the ERQ.…”

Section: Methodsmentioning

confidence: 99%

Regulatory skill as a resilience factor for adults with a history of foster care: A pilot study

Johnson

Tottenham

2014

Developmental Psychobiology

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Individuals with a history of foster care (FC) are at elevated risk for emotion regulation-related mental illness. The purpose of the current study was to characterize regulatory function in a group of adults with a history of FC (N = 26) relative to those without a history of FC (N = 27) and how regulatory function moderates adverse caregiving-related outcomes (daily cortisol production and trait anxiety). Self-report items (anxiety, emotion regulation strategies, inhibitory control, caregiving history) were collected along with more objective measures (computerized task and salivary cortisol). Inhibitory control was assessed via self-report and a computerized task (emotional face go/nogo). Results showed that for adults with a history of FC, higher levels of inhibitory control were associated with higher accuracy on the emotional face go/nogo task and greater reported use of the emotion regulation strategy cognitive reappraisal. Greater use of cognitive reappraisal in turn was associated with healthier stress-related outcomes (decreased trait anxiety and steeper sloped cortisol production throughout the day). Dose-response associations were observed between self-reported regulatory skills and FC experiences (i.e., number of placements and age when exited foster care). These findings suggest that adverse caregiving can have long-term influences on mental health that extend into adulthood; however, individual differences in regulatory skills moderate these outcomes and may be an important target for intervention following caregiving adversity. © 2014 The Authors. Developmental Psychobiology published by Wiley Periodicals, Inc. Dev Psychobiol 57: 1–16, 2015.

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Section: Methodsmentioning

confidence: 99%

Regulatory skill as a resilience factor for adults with a history of foster care: A pilot study

Johnson

Tottenham

2014

Developmental Psychobiology

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“…For instance, suppression use has been shown to increase when people enter an unfamiliar social environment, namely, upon transitioning to college (Srivastava et al 2009). Interestingly, not all novel social contexts lead to increases in suppression use: McRae et al (2011) found that suppression use decreased when people were at Burning Man, a social gathering that encourages creativity and open expression. These findings are consistent with the idea that the extent to which individuals use suppression is in part due to their level of comfort in expressing their emotions in the current social context (i.e., suppression is used in situations where people are more uncomfortable).…”

Section: Introductionmentioning

confidence: 99%

Emotion regulation strategy selection in daily life: The role of social context and goals

et al. 2016

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Recent studies have begun to document the diversity of ways people regulate their emotions. However, one unanswered question is why people regulate their emotions as they do in everyday life. In the present research, we examined how social context and goals influence strategy selection in daily high points and low points. As expected, suppression was particularly tied to social features of context: it was used more when others were present, especially non-close partners, and when people had instrumental goals, especially more interpersonal ones (e.g., avoid conflict). Distraction and reappraisal were used more when regulating for hedonic reasons (e.g., to feel better), but these strategies were also linked to certain instrumental goals (e.g., getting work done). When contra-hedonic regulation occurred, it primarily took the form of dampening positive emotion during high points. Suppression was more likely to be used for contra-hedonic regulation, whereas reappraisal and distraction were used more for pro-hedonic regulation. Overall, these findings highlight the social nature of emotion regulation and underscore the importance of examining regulation in both positive and negative contexts.

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“…Evidence suggests that having a range of strategies is important because some strategies are more helpful in particular situations than others and there is no one strategy that works always. For example, aggregated evidence suggests that suppression is cognitively and socially costly (Butler et al, 2003;Gross, 2002;Srivastava, Tamir, McGonigal, John, & Gross, 2009), while reappraisal can be helpful in particular situations because the individual is deeply processing information (Gross & John, 2003;Mauss, Cook, Cheng, & Gross, 2007;McRae, Heller, John, & Gross, 2011;Richards & Gross, 2000). However, which strategy is preferentially engaged switches from predominantly reappraisal at the lower emotion intensity to predominantly distraction at the higher intensity (Sheppes, Scheibe, Suri, & Gross, 2011).…”

Section: Discussionmentioning

confidence: 99%

How emotionally intelligent are pre-service teachers?

Corcoran

Tormey

2012

Teaching and Teacher Education

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Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning teachers. Using Mayer and Salovey's emotional intelligence (EI) model and the MSCEIT test of EI, this study investigates how emotionally skilled student teachers are (N = 352). Results show lower than average levels of EI among student teachers, but with important differences between students and across emotional skill areas. The implications of the findings for pre-service teacher education are explored.(postprint version

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Context-Dependent Emotion Regulation: Suppression and Reappraisal at the Burning Man Festival

Cited by 56 publications

References 13 publications

Regulatory skill as a resilience factor for adults with a history of foster care: A pilot study

Regulatory skill as a resilience factor for adults with a history of foster care: A pilot study

Emotion regulation strategy selection in daily life: The role of social context and goals

How emotionally intelligent are pre-service teachers?

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