The Dynamic Construction of Emotion: Varieties in Anger

Mascolo, Michael F.; Harkins, Debra A.; Harakal, Thomas

doi:10.1017/cbo9780511527883.007

Cited by 25 publications

(33 citation statements)

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“…As noted above, the available data do reveal a differential distribution of behaviors across the outburst, with anger declining and distress being more evenly distributed. Our cluster analytic results somewhat resemble the three behavior clusters suggesting sadness and lower and higher levels of anger, respectively, in young children's quarrels [31]. These results more closely resemble the multidimensional scaling of time course in young children’s tantrums [17].…”

Section: Discussionsupporting

confidence: 73%

Rages or Temper Tantrums? The Behavioral Organization, Temporal Characteristics, and Clinical Significance of Angry-Agitated Outbursts in Child Psychiatry Inpatients

Potegal

Carlson

Margulies

et al. 2009

Child Psychiatry Hum Dev

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Angry, agitated outbursts (AAOs) are a common precipitant of children's psychiatric hospitalization. In the hospital, AAOs present both management and diagnostic challenges, e.g., while they have recently been described as manic "rages", older studies suggest that they may be exacerbated temper tantrums. Factor analyses of 109 AAOs had by 46 hospitalized 4 to 12 year olds yielded 3 subsets of behaviors expressing different intensities of anger and 2 subsets expressing different intensities of distress (sadness). Cluster analysis of behavior time course supported the anger-distress distinction; the former behaviors are most probable at AAO onset and then decline while the latter are more evenly distributed across the outburst. Age trends, factor structure, and temporal organization of AAOs all indicate that they are exacerbated tantrums. The AAOs of children with anxiety or PDD diagnoses showed significantly more distress relative to anger. AAOs have clinical implications; their particular characteristics may have diagnostic significance. Keywordsanger; anxiety; disruptive behavior; emotion dysregulation; sadness Outbursts of anger and agitation so severe that they pose a danger to the child and others are a frequent precipitant of children's psychiatric hospitalization, regardless of diagnosis [1]. The intense anger and prolonged duration of these outbursts seems irrational and excessive relative to the usually trivial events that provoke them [2]. Once in hospital, these angry-agitated outbursts (AAOs) pose a range of diagnostic and therapeutic challenges including threats to the physical safety of the child, other patients, and staff as well as disruptions of daily routines and stressful demands of managing out-of-control behavior. "Severe … episodic agitation" is also a significant predictor of hospital length-of-stay [3].Diagnostically, there is debate about whether AAOs represent some generic form of severe emotional dysregulation [4] or are evidence for specific psychopathology. For example, these outbursts are sometimes called "rages" because of their predominantly angry presentation. Michael Potegal, MMC 486, 420 Delaware St. SE, Minneapolis MN 55455. Telephone: (612) 624-7681 poteg001@umn.edu. Correspondence to NIH Public Access Author ManuscriptChild Psychiatry Hum Dev. Author manuscript; available in PMC 2010 December 1. Published in final edited form as:Child Psychiatry Hum Dev. 2009 December ; 40(4): 621-636. doi:10.1007/s10578-009-0148-7. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptUnder this rubric, they have been increasingly associated with mania [e.g., 5], and have been suggested as a diagnostic criterion for the "broad phenotype" of Juvenile Onset Bipolar Disorder [6]. However, seemingly similar "explosive outbursts" have been noted or described in association with other conditions such as Tourette's Disorder [7], Intermittent Explosive Disorder and Conduct Disorder [8,9], and autism and other developmental disabilities [10,11].It is important to know wh...

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Section: Discussionsupporting

confidence: 73%

Rages or Temper Tantrums? The Behavioral Organization, Temporal Characteristics, and Clinical Significance of Angry-Agitated Outbursts in Child Psychiatry Inpatients

Potegal

Carlson

Margulies

et al. 2009

Child Psychiatry Hum Dev

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“…Besides a person's meta-emotional system also, some basic physiological characteristics, e.g., the vagal tone, are thought to determine the ability to self-regulate emotions (see Mascolo et al 2000;Porges 1984). More importantly, characteristics of the context are highly related not only to the development of a person's meta-emotional knowledge and skills, but also to the kind of regulation processes that actually take place (see Hooven et al 1995).…”

Section: Meta-emotion and The Self-regulation Of Emotionsmentioning

confidence: 99%

Students’ self-regulation of emotions in mathematics: an analysis of meta-emotional knowledge and skills

Corte

Depaepe

Eynde

et al. 2011

ZDM Mathematics Education

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Over the past decade, the concept of self-regulated learning has broadened to include motivational, volitional, and emotional components next to (meta-)cognitive ones. In this article, we present a meta-emotion perspective as an essential component of a conceptual framework on self-regulation that fully acknowledges the role of emotions. Against this background, a study is presented that attempts to contribute to the clarification of the relevance and the functioning of students' meta-emotional knowledge and emotional regulation skills in school-related mathematical activities. It investigates the coping strategies that 393 students of the second (age 14) and fourth (age 16) year of secondary school report to use to regulate their emotions in three different mathematical school settings (i.e., a mathematics test, a difficult mathematics homework, and a difficult mathematics lesson). More specifically, it aims (1) to document the nature and frequency of the reported coping strategies, and (2) to explore-for the three different mathematical school settings-relationships between these reported coping strategies and personal characteristics (i.e., students' familiarity with the particular school settings, their track in secondary education, their achievement level, their age, and gender). The results indicate that students report to know and to make use of several coping strategies in school-related mathematical activities, and reveal that the use of these strategies is related to specific person-related characteristics. In conclusion, we elaborate on how schools and teachers can stimulate students to acquire appropriate strategies and skills to self-regulate their emotions.

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“…The core of the labeling process, however, consisted of an analysis of students' interview data to interpret their appraisals of certain events in relation to the obtained data. Here we used the research literature's accepted definitions of relevant emotions: for example, frustration refers to episodes that involve goal blockage and an appraisal that one cannot attain a still-wanted goal (Mascolo et al, 2000). The succession of emotions experienced by an individual student during problem solving was represented on a schematic overview (see e.g., Frank's succession of emotions in Figure 2 in Op't Eynde and Hannula, this issue).…”

Section: Discussionmentioning

confidence: 99%

“…2 Confronted with an event, an individual will appraise it in a certain way. Taking into account the variety and complexity of event-related inputs and the multiple goals and motives involved at any time, these initial appraisal processes imply the nonconscious monitoring of the relation between all the different sensory changes and the person's goals (Mascolo et al, 2000). These (appraisal) processes modulate changes in the autonomic nervous system (ANS) and in most of the other systems that, in turn, provide feedback to the cognitive (appraisal) system and, as such, select for conscious awareness and further action the very appraisals that helped initiate the psychophysiological and other reactions in the first place.…”

Section: Appraisal Processes At the Core Of Emotionsmentioning

confidence: 99%

“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

2006

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A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students' learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students' problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students' emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students' mathematics-related beliefs will be examined. We will specifically use Frank's case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving.

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The Dynamic Construction of Emotion: Varieties in Anger

Cited by 25 publications

References 0 publications

Rages or Temper Tantrums? The Behavioral Organization, Temporal Characteristics, and Clinical Significance of Angry-Agitated Outbursts in Child Psychiatry Inpatients

Rages or Temper Tantrums? The Behavioral Organization, Temporal Characteristics, and Clinical Significance of Angry-Agitated Outbursts in Child Psychiatry Inpatients

Students’ self-regulation of emotions in mathematics: an analysis of meta-emotional knowledge and skills

“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

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