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Huang Y, Zhang Q, Shang C, Cui L. How do fundamental emotion beliefs affect the rapid emotional processing? An ERP study. Int J Psychophysiol 2023; 191:19-28. [PMID: 37414220 DOI: 10.1016/j.ijpsycho.2023.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Revised: 05/29/2023] [Accepted: 06/27/2023] [Indexed: 07/08/2023]
Abstract
Beliefs about whether emotions are good or bad, controllable or uncontrollable are two fundamental emotion beliefs. Studies have confirmed the link between the two beliefs and emotional responses, but how emotion beliefs affect the process from emotional stimulus perception to emotion generation and automatic regulation is unclear. Answering this question helps to understand the role of emotion beliefs in emotional dysfunction and dysregulation and can provide a basis for effective emotion regulation. Therefore, the current study used event-related potential (ERP) measures to examine the time course and neural mechanisms by which emotional beliefs influence the processing of emotional pictures. One hundred participants were divided into four groups (25 per group) according to controllable or uncontrollable beliefs about emotions and good or bad beliefs about negative emotions, and viewed emotional negative and neutral pictures. Results showed that P2 was more positive in participants with emotion controllable vs. uncontrollable belief. The early posterior negativity (EPN) was more negative for unpleasant than neutral images in participants with emotion good and controllable beliefs as well as with bad and uncontrollable beliefs. On late positive potential (LPP), middle LPP (500-1000ms) was more positive in emotion good vs. bad belief holders and the late LPP (1000-2000 ms) was more positive for negative than neutral images in emotion uncontrollable belief holders. The findings suggest that fundamental emotion beliefs can affect individuals' early attention and late meaning evaluation towards unpleasant stimuli. Furthermore, they provide insight into altered beliefs about emotion in people with emotion dysfunction or dysregulation.
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Affiliation(s)
- Yajie Huang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, PR China; School of Education, Fuyang Normal University, Fuyang, Anhui, PR China
| | - Qin Zhang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, PR China.
| | - Chenyang Shang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, PR China
| | - Lixia Cui
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, PR China
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Schroder HS. Mindsets in the clinic: Applying mindset theory to clinical psychology. Clin Psychol Rev 2020; 83:101957. [PMID: 33401130 DOI: 10.1016/j.cpr.2020.101957] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2020] [Revised: 10/13/2020] [Accepted: 12/07/2020] [Indexed: 10/22/2022]
Abstract
Beliefs about the malleability of attributes, also known as mindsets, have been studied for decades in social-personality psychology and education. Here, I review the many applications of mindset theory to clinical psychology and psychotherapy. First, I review social psychological and cognitive neuroscience evidence that mindsets and mindset-related messages are, to a large extent, focused on emotional tolerance. Specifically, the growth mindset, or the belief that attributes are malleable, encourages confronting and tolerating anxiety, frustration, and disappointment in healthy and adaptive ways that promote resilience, whereas the fixed mindset and related messages discourage the experience of these emotions and often leads to helplessness. Second, I review the emerging research on the anxiety mindset and discuss its relevance to clinical work. A model is proposed illustrating connections between mindsets, emotion regulation strategies, treatment preferences, and outcomes. Case examples are used to illustrate practical applications. I conclude that mindsets can inform psychotherapy, research, and public policy.
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Affiliation(s)
- Hans S Schroder
- Department of Psychiatry, University of Michigan Medical School, USA; Center for Bioethics and Social Sciences in Medicine, University of Michigan, USA.
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Burnette JL, Knouse LE, Vavra DT, O'Boyle E, Brooks MA. Growth mindsets and psychological distress: A meta-analysis. Clin Psychol Rev 2020; 77:101816. [PMID: 32163802 DOI: 10.1016/j.cpr.2020.101816] [Citation(s) in RCA: 72] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 12/13/2019] [Accepted: 12/18/2019] [Indexed: 01/16/2023]
Abstract
We investigated if growth mindsets-the belief in the malleable nature of human attributes-are negatively related to psychological distress and if they are positively related to treatment value and active coping. In the meta-analysis, we included articles published between 1988 and 2019, written in English, that reported on mindsets as well as a qualifying dependent variable and included information required to calculate an effect size. With a random effects approach, meta-analytic results (k = 72 samples, N = 17,692) demonstrated that mindsets relate, albeit with minimal effects, to distress, treatment and coping. Specifically, there is a negative relation between growth mindsets and psychological distress (r = -0.220), a positive relation between growth mindsets and treatment value (r = 0.137) and a positive relation between growth mindsets and active coping (r = 0.207). Differences in mindset domain, assessment method of mindsets and timing of assessments moderated effects. There were not differences based on operationalization of psychological distress outcome or sample characteristics (i.e., developmental stage, diagnostic status, ethnicity). We discuss theoretical and practical applications of the findings.
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Schroder HS, Callahan CP, Gornik AE, Moser JS. The Fixed Mindset of Anxiety Predicts Future Distress: A Longitudinal Study. Behav Ther 2019; 50:710-717. [PMID: 31208681 DOI: 10.1016/j.beth.2018.11.001] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2017] [Revised: 11/05/2018] [Accepted: 11/07/2018] [Indexed: 10/27/2022]
Abstract
Mindsets, or beliefs about the malleability of self-attributes such as intelligence and personality, have been linked to a wide range of outcomes in educational and social psychology. There has been recent interest in exploring this construct in clinical psychological contexts. To that end, research has shown that the fixed mindset of anxiety-the belief that anxiety is fixed and unchangeable-is related to a variety of psychological distress symptoms, emotion regulation strategies, and treatment preferences. One outstanding question is whether the fixed mindset of anxiety predicts future psychological symptoms. To address this question, the current longitudinal study assessed weekly distress and anxiety mindset across 5 weeks. We found that fixed mindset of anxiety is predictive of future weekly distress, even after controlling for the previous week's distress, sex, socioeconomic status, baseline depression symptoms, and presence of psychiatric diagnosis. These findings add evidence to an emerging conceptual framework in which the fixed mindset of anxiety represents an important risk factor for the onset of future psychological problems.
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Zhang Z, Xu Y. Implicit theories of shyness in American and Chinese children. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2019. [DOI: 10.1002/ejsp.2510] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Yiyuan Xu
- Department of Psychology; University of Hawai'i at Manoa; Honolulu Hawai'i USA
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Schroder HS, Kneeland ET, Silverman AL, Beard C, Björgvinsson T. Beliefs About the Malleability of Anxiety and General Emotions and Their Relation to Treatment Outcomes in Acute Psychiatric Treatment. COGNITIVE THERAPY AND RESEARCH 2018. [DOI: 10.1007/s10608-018-9985-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Schleider JL, Weisz JR. Parent Expectancies and Preferences for Mental Health Treatment: The Roles of Emotion Mind-Sets and Views of Failure. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2018; 47:S480-S496. [DOI: 10.1080/15374416.2017.1405353] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Howell AJ. Believing in Change: Reviewing the Role of Implicit Theories in Psychological Dysfunction. JOURNAL OF SOCIAL AND CLINICAL PSYCHOLOGY 2017. [DOI: 10.1521/jscp.2017.36.6.437] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Growth mindset of anxiety buffers the link between stressful life events and psychological distress and coping strategies. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.01.016] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Gustavson DE, Miyake A. Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation. LEARNING AND INDIVIDUAL DIFFERENCES 2017; 54:160-172. [PMID: 28943742 PMCID: PMC5608091 DOI: 10.1016/j.lindif.2017.01.010] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students (N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination.
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Affiliation(s)
- Daniel E Gustavson
- Department of Psychology and Neuroscience, University of Colorado Boulder
| | - Akira Miyake
- Department of Psychology and Neuroscience, University of Colorado Boulder
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Schroder HS, Dawood S, Yalch MM, Donnellan MB, Moser JS. Evaluating the Domain Specificity of Mental Health–Related Mind-Sets. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2016. [DOI: 10.1177/1948550616644657] [Citation(s) in RCA: 57] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Mind-sets are beliefs regarding the malleability of self-attributes. Research suggests they are domain-specific, meaning that individuals can hold a fixed (immutability) mind-set about one attribute and a growth (malleability) mind-set about another. Although mind-set specificity has been investigated for broad attributes such as personality and intelligence, less is known about mental health mind-sets (e.g., beliefs about anxiety) that have greater relevance to clinical science. In two studies, we took a latent variable approach to examine how different mind-sets (anxiety, social anxiety, depression, drinking tendencies, emotions, intelligence, and personality mind-sets) were related to one another and to psychological symptoms. Results provide evidence for both domain specificity (e.g., depression mind-set predicted depression symptoms) and generality (i.e., the anxiety mind-set and the general mind-set factor predicted most symptoms). These findings may help refine measurement of mental health mind-sets and suggest that beliefs about anxiety and beliefs about changeability in general are related to clinically relevant variables.
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Affiliation(s)
- Hans S. Schroder
- Department of Psychology, Michigan State University, East Lansing, MI, USA
| | - Sindes Dawood
- Department of Psychology, The Pennsylvania State University, State College, PA, USA
| | - Matthew M. Yalch
- Department of Psychology, Michigan State University, East Lansing, MI, USA
| | - M. Brent Donnellan
- Department of Psychology, Texas A&M University, College Station, TX, USA
| | - Jason S. Moser
- Department of Psychology, Michigan State University, East Lansing, MI, USA
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Emotion malleability beliefs, emotion regulation, and psychopathology: Integrating affective and clinical science. Clin Psychol Rev 2016; 45:81-8. [DOI: 10.1016/j.cpr.2016.03.008] [Citation(s) in RCA: 75] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Revised: 12/29/2015] [Accepted: 03/31/2016] [Indexed: 01/10/2023]
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The Role of Implicit Theories in Mental Health Symptoms, Emotion Regulation, and Hypothetical Treatment Choices in College Students. COGNITIVE THERAPY AND RESEARCH 2014; 39:120-139. [DOI: 10.1007/s10608-014-9652-6] [Citation(s) in RCA: 90] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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