The Process of Emotion Regulation Is Different From Individual Differences in Emotion Regulation: Conceptual Arguments and a Focus on Individual Differences

Diaz, Anjolii; Eisenberg, Nancy

doi:10.1080/1047840x.2015.959094

Cited by 41 publications

(37 citation statements)

References 83 publications

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“…Their moral autonomy and prosocial behaviors are clearly improved according to the judgments issued by the students; this is in line with results from Diaz and Eisenberg (2015) and Musitu and García (2016) when studying the acquisition of this process. Furthermore, these variables validate the model and habits variable, introduced as a contribution from this study in the reasoned action methodology (Otero, 2015).…”

Section: Discussionsupporting

confidence: 85%

Program to Promote Personal and Social Responsibility in the Secondary Classroom

et al. 2017

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The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child’s willingness to accept social responsibility, also influence students’ social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12–14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent–Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility.

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Section: Discussionsupporting

confidence: 85%

Program to Promote Personal and Social Responsibility in the Secondary Classroom

et al. 2017

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“…In formulating this model, we also use this opportunity to incorporate recent advances in the broader emotion regulation field (Gross, 2015a) into alexithymia theory, because we believe these advances might provide a useful theoretical framework for conceptualising alexithymia. We specifically use Gross's (2015a) recently introduced extended process model of emotion regulation as a framework for our model of alexithymia, because many authors consider it to be at the forefront of emotion regulation theory and it has been successfully applied to a multitude of emotional phenomena (e.g., Aldao & Christensen, 2015;Diaz & Eisenberg, 2015;Giuliani & Berkman, 2015;Kuppens & Verduyn, 2015;Schmader & Mendes, 2015). Within this framework, we also seek to integrate Lane and Schwartz's (1987) cognitive-developmental theory of levels of emotional awareness.…”

Section: And the Toronto Structuredmentioning

confidence: 99%

Establishing the theoretical components of alexithymia via factor analysis: Introduction and validation of the attention-appraisal model of alexithymia

Preece

Becerra

Allan

et al. 2017

Personality and Individual Differences

156

185

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Alexithymia is an important mental health construct, but there is continuing debate regarding its definition and measurement. We attempt to resolve this definitional uncertainty in two ways. Firstly, we trace the development of the alexithymia construct, focusing particularly on what we call the Toronto and Amsterdam models, and examine a body of empirical research that shows strong support for the hypothesis that alexithymia consists of three components (difficulty identifying feelings, difficulty describing feelings, and externally orientated thinking). Based on these components, we formulate an alternate theoretical model of alexithymia, the attention-appraisal model of alexithymia, that aligns alexithymia theory with recent advances in the broader emotion regulation field. Secondly, we examine the construct\u27s latent structure by factor analysing data from multiple psychometric measures administered to a community sample (N = 368). Our results suggest statistical support for our model, rather than the Toronto or Amsterdam models. We end by discussing how our model accounts for several unresolved issues within the alexithymia field, including the construct\u27s relation to imaginal capacities and emotional reactivity, whether alexithymia is a deficit or a defence, how it might be addressed in psychiatric treatment, and the discordance that has existed between alexithymia theory and alexithymia measurement. Ethical statement Ethics approval for this project was granted by the Edith Cowan University Human Research Ethics Committee. The guidelines of this committee were followed. All participants provided informed consent for their data to be used

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“…Despite this theoretical consistency, child development research rarely captures the dynamic, systemic nature of regulation and its development (e.g., Cole, Martin, & Dennis, ). Commonly used questionnaires and observational methods focus on static individual differences, not on self‐regulation as a process (Diaz & Eisenberg, ). Evidence indicates that well‐adjusted, socially competent children display less negative emotion or misbehavior than other children, suggesting that they self‐regulate more successfully.…”

Section: The Development Of Self‐regulationmentioning

confidence: 99%

Toward a Unifying Model of Self‐regulation: A Developmental Approach

Cole

Ram

English

2018

Child Dev Perspectives

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The ability to self-regulate is key to healthy, competent functioning. The breadth of evidence supporting the importance of self-regulation is matched by such a diversity of terms, concepts, measures, and levels of analysis that the National Institutes of Health called for progress toward a unifying model. In this article, we review a lineage of conceptual models and suggest a path toward a more unifying model of self-regulation that encompasses both the dynamics of moment-to-moment changes and age-related change. Drawing from these models, we define self-regulation as the influence of the recruitment of executive processes (EP) on prepotent responses (PR). We define these terms, locating self-regulation in the dynamic relations between PR and EP, and offer a theoretical-mathematical approach to testing this model.

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The Process of Emotion Regulation Is Different From Individual Differences in Emotion Regulation: Conceptual Arguments and a Focus on Individual Differences

Cited by 41 publications

References 83 publications

Program to Promote Personal and Social Responsibility in the Secondary Classroom

Program to Promote Personal and Social Responsibility in the Secondary Classroom

Establishing the theoretical components of alexithymia via factor analysis: Introduction and validation of the attention-appraisal model of alexithymia

Toward a Unifying Model of Self‐regulation: A Developmental Approach

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