Sentences with phrase «emotion regulation strategies by»

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It also plays a role in emotion regulation, and well - established types of psychotherapy, including cognitive behavioral therapy, engage this region of the brain by equipping patients with strategies to reframe or re-evaluate their emotions.

Strategies to Cool Your Hot Emotions: Using Mind and Body First, let me note that one of the best sets of mind - body approaches to cooling down hot emotional reactions can be found in the various emotion regulation skills and practices in Dialectical Behavior Therapy (created by Marsha M. Lineman, a practicing Buddhist).

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

Second, it would be interesting to develop the findings regarding performance by examining variables that are at the same time strongly associated with performance and in a non-ambivalent way to emotion regulation, such as the way students process information (superficial versus in - depth), the way students regulate their learning (self - regulation versus external guidance) and the kind of cognitive strategies used (i.e. among a list of problem - solving heuristics)(Pekrun, 2006).

Kunzmann and colleagues pointed out that it is important to investigate age differences in emotion regulation by using other forms of regulatory strategy.

The purpose of the lessons is to build emotional competencies in all children and to increase support for teacher reinforcement of the use of emotion - regulation strategies by children.

This might be explained by the findings that adolescents who experience depressive symptoms use less adaptive emotion regulation strategies (Aldao et al. 2010), and experience more academic difficulties (Jaycox et al. 2009).

We test whether there are age differences in the beliefs people hold about specific emotion regulation strategies derived from the process model of emotion regulation and whether profiles of emotion beliefs vary by age.

Research on emotion regulation within the domain of interpersonal problem solving suggests that older adults prioritize managing their emotions during problem solving and that the specific emotion - focused strategies that they use are more effective when dealing with emotionally charged problems compared with those employed by younger individuals (Blanchard - Fields, 2007; Blanchard - Fields, Chen, & Norris, 1997; Blanchard - Fields, Jahnke, & Camp, 1995; Blanchard - Fields, Stein, & Watson, 2004).

An adult life - span sample (N = 557) sorted 13 emotion regulation strategies either by (a) how effective the strategies would be or (b) how likely they would be to use them, in 15 negative emotion - eliciting situations.

The FEEL - KJ may prove to be a valuable addition to these instruments because it measures a comprehensive range of emotion regulation strategies assumed to be used by children and adolescents in response to three different emotions.

Concerning educational practice, given the key role played by emotion regulation in an individual's life, it appears important to have a more fine - grained knowledge of student's emotion regulation strategies in order to help them in an effective way.

Nevertheless, the wide range of strategies covered by the FEEL - KJ also allows to investigate the influence of specific emotion regulation strategies.

We expected an indirect effect of beliefs about emotions on emotion regulation strategies, and we hypothesized this effect would be mediated by the unwillingness to remain in contact with aversive private experiences, i.e., experiential avoidance (Hayes, Strosahl, & Wilson, 1999) and by the difficulties a person experiences in regulating emotions (Gratz & Roemer, 2004).

This self - report instrument evaluates nine cognitive emotion regulation strategies that can be used by children after experiencing a negative life event.

This allows clinical practitioners to get a detailed overview of the emotion regulation strategies that are used by a specific child or adolescent.

Structural Equation Modelling was used to test whether the link between attachment to parents and the use of particular coping strategies is mediated by differences in emotion regulation mechanisms.

First, if on the whole, emotion regulation strategies are only used from time to time, one strategy stands out by virtue of being most often used; this is «task utility self - persuasion».

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

There also was a unidirectional association found between the use of negative coping and emotion regulation; specifically, using less negative coping strategies (as measured by a count and a mean) at Time 1 was associated with better emotion regulation at Time 2.