Emotion regulation mediates age differences in emotions

Yeung, Dannii Y.; Wong, Carmen; Lok, David

doi:10.1080/13607863.2010.536136

Cited by 62 publications

(50 citation statements)

References 31 publications

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“…Effect ratios were calculated to express the amount of the total e ect that is explained by the (total) indirect effects via the mediators. Because of the previously reported di erences in the use of cognitive emotion regulation strategies across demographical groups [39][40][41][42], age and gender were included as covariates.…”

Section: Statistical Analysesmentioning

confidence: 99%

Cognitive emotion regulation and stress: a multiple mediation approach

Miklósi¹,

Martos

Szabó

et al. 2014

Translational Neuroscience

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IntroductionStress de ned in terms of perceptions of uncontrollability and unpredictability has been one of the central issues in behavioural medicine, partly because of its negative impact on physical and mental health [1]. Though recent studies have underlined the e ects of stress on brain functioning, stress-related changes in cognitive processes of emotion regulation have been under-investigated [2].Emotion regulation has been de ned as the physiological, motivational, behavioural, and cognitive processes responsible for monitoring, evaluating, and modifying emotional reactions in order to accomplish one's goals [3], and has been considered to be important for understanding the onset, maintenance, and treatment of anxiety disorders (see [4] for review).Cognitive regulation of emotion refers to conscious cognitive methods of emotion regulation including attentional and evaluative processes [5,6]. A possible way to characterize cognitive strategies of emotion regulation is in terms of the involvement of the executive functions [7,8]. Executive cognitive emotion regulation, e.g. reappraisal, implies the use of higher cognitive processes such as mental set-shifting, evaluation, planning, working memory, and information updating and monitoring, whereas non-executive cognitive strategies, such as rumination, are associated with deficits in executive functions, e.g. attentional in exibility or inhibitory de cits [8]. For example, reappraisal was shown to be associated with enhanced a ective exibility [9], interference resolution [10], and working memory capacity [11], while rumination was associated with decreased cognitive exibility [12] and internal shifting impairments in working memory [13].Converging results have revealed that negative emotional states are strongly related to the excessive use of non-executive cognitive emotion regulation strategies, particularly rumination, catastrophizing, and self-blame.Low use of executive strategies, such as positive reappraisal, has also been found to be connected to psychopathology [e.g. 14-17], as well as to negative emotional states such as irritability and anger [18].Executive functions depend on the structural and functional integrity of the prefrontal cortex (PFC) [19], which guides emotions and behaviour through projections to subcortical regions like the hypothalamus and the amygdala [20]. Under safe conditions, the amygdala, which has been suggested to serve as a rapid detector of potential threats, is under tonic inhibitory control by the PFC.Under stressful conditions, critical areas of the PFC become hypoactive, resulting in a hyperactivation of the amygdala, which leads to the evocation of adaptive fear responses, but might also lead to chronic threat perception and sustained fear in unpredictable conditions (see [21] for review). Recent research in animal modelsdemonstrates that exposure to stress is regulation has yet to be investigated. The present study explores the possible role of cognitive emotion regulation strategies in mediating the well-establishe...

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Section: Statistical Analysesmentioning

confidence: 99%

Cognitive emotion regulation and stress: a multiple mediation approach

Miklósi¹,

Martos

Szabó

et al. 2014

Translational Neuroscience

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“…With increasing age, the complexity of emotions and the ability to elaborate emotions increase, and older people may get better at expressing and regulating emotions. Some research suggests that older people learn to minimize negative feelings and maximize positive feelings (Yeung, 2011).…”

Section: Personality Development In the Second Half Of Lifementioning

confidence: 99%

Successful Aging: Jungian Contributions to Development in Later Life

Corbett¹

2013

Psychological Perspectives

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“…Para la variable edad hay evidencias significativas algunos factores, siendo favorables a los estudiantes de mayor edad, datos que siguen la misma tendencia que los obtenidos en otros trabajos Stamatopoulou, Galanis y Prezerakos, 2016;Yeung, Wong y Lok, 2011); al igual que ocurre en relación al nivel educativo (Manoharan, 2008;Stamatopoulou, Galanis y Prezerakos, 2016) siendo las diferencias favorables a los de nivel superior. Finalmente, para la variable grado (Infantil vs. Primaria), todos los factores menos uno (Adaptabilidad) informan de diferencias significativas, siendo favorables las mismas a los estudiantes de Educación Infantil (en los tres casos), las cuales son en su gran mayoría mujeres, algo que puede condicionar que las diferencias sean significativas , ya que es preciso recordar que las mujeres de nuestra muestra, de manera global, obtenían puntuaciones más elevadas que los hombres.…”

Section: Discusión Y Conclusionesunclassified

“…La IE rasgo también correlaciona positivamente con la empatía (Marjanović y Dimitrijevic, 2014), consonancia emocional (Mikolajczak, Menil y Luminet, 2007), afectos positivos (Andrei y Petrides, 2013; Cazalla-Luna y Molero, 2014), la felicidad (Furnham y Christoforou, 2007), satisfacción con la vida (Adina y Clipa, 2012;Freudenthaler, Neubauer, Gabler, Scherl y Rindermann, 2008;Kong, Zhao y You, 2012), optimismo (Mikolajczak, Luminet, Leroy y Roy, 2007) y la comunicación (Jacobs, Sim y Zimmermann, 2015). En relación a las variables sociodemográficas consideradas en nuestro estudio, también hay evidencias de relaciones significativas entre la IE rasgo y género normalmente a favor de las mujeres (Fortes-Vilaltella, Oriol, Filella-Guiu, Del Arco y Soldevila, 2013; Marjanović y Dimitrijević, 2014; ValadezSierra, Borges del Rosal, Ruvalcaba-Romero, Villegas y Lorenzo, 2013); la edad a favor de los más mayores (Marjanović y Dimitrijević, 2014;Yeung, Wong y Lok, 2011), y el nivel educativo (Manoharan, 2008). Se ha demostrado validez incremental de la IE rasgo en varios aspectos de las dimensiones básicas de personalidad (Andrei, Smith, Surcinelli, Baldaro y Saklofske, 2015;Marjanović y Dimitrijević, 2014), afectos positivos y negativos (Andrei y Petrides, 2013) y la empatía (Marjanović y Dimitrijević, 2014).…”

Section: Introductionunclassified

Inteligencia emocional rasgo en la formación inicial del profesorado

López-Barajas

Vallejo

Galiano-Carrión

2017

Contextos educativos

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RESUMEN:Este estudio analiza la Inteligencia Emocional (IE) en docentes durante su formación inicial siguiendo el modelo IE rasgo, en concreto el modelo del bienestar de Bar-On (2002;2006). Participaron 460 estudiantes (edad en años M=22.57, DT=±3.39) de la Universidad de Jaén (España) que respondieron a la escala EQ-i Short Form en su versión española (López-Zafra, Pulido-Martos y Berrios-Martos, 2014), que contempla 4 factores (Interpersonal, Adaptabilidad, Manejo del Estrés e Intrapersonal). Existen diferencias significativas (p<.05) en diversos factores en función del género, edad, grado de los participantes y nivel educativo de los mismos. Las variables consideradas en el estudio de regresión que más predicen la IE global son Manejo del Estrés, seguido de la Adaptabilidad, Intrapersonal e Interpersonal. Los resultados obtenidos son concordantes con los obtenidos en otros estudios realizados en contextos similares.PALABRAS CLAVE: Inteligencia emocional, emociones, rasgos de la personalidad, inteligencia emocional rasgo, formación profesorado. TRAIT EMOTIONAL INTELLIGENCE IN INITIAL TEACHER TRAININGABSTRACT: This study analyzes the emotional intelligence (EI) in teachers during their initial training following the trait EI model, namely the wellness model Bar-On (2002;2006). 460 students participated (age in years M=22.57, SD=±3.39) of the University of Jaen (Spain) who responded to the scale EQ-i Short Form Spanish version (López-Zafra, Pulido-Martos, & Berrios-Martos, 2014), that includes 4 factors (Interpersonal, Adaptability, Stress management and Intrapersonal). There are significant differences (p<.05) on various factors based on gender, age, degree of participants and the educational level of the same. The variables considered in the regression analysis that most predict

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Emotion regulation mediates age differences in emotions

Cited by 62 publications

References 31 publications

Cognitive emotion regulation and stress: a multiple mediation approach

Cognitive emotion regulation and stress: a multiple mediation approach

Successful Aging: Jungian Contributions to Development in Later Life

Inteligencia emocional rasgo en la formación inicial del profesorado

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