Emotion regulation during personal goal pursuit: Integration versus suppression of emotions

Emotion regulation styles and the tendency to learn from academic failures

BACKGROUND

Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and maladaptive emotion regulation differentiates among three styles of regulation: integrative emotion regulation (IER), suppressive emotion regulation (SER) and amotivated emotion regulation.

AIMS

Two studies were conducted, one cross-sectional and one longitudinal, to test the associations between IER and learning from failure among adolescents.

SAMPLE

Study 1 comprised 184 adolescents (mean age = 16.55; SD = 1.2). Study 2 comprised 565 adolescents (8-12 graders). The main analysis was based on 192 adolescents' perceptions of failing math grades.

METHOD

Study 1 surveyed adolescents on their emotion regulation styles, adaptive and maladaptive coping practices when dealing with failure and tendency to learn from failure. Study 2 was longitudinal and focused on failure in math. We approached participants twice, before and after the math test.

CONCLUSIONS

In both studies, IER was related to adaptive coping practices and the tendency to learn from failure. In Study 2, adaptive coping practices mediated relations between IER and learning from failure in math and learning from failure mediated relations between IER and future engagement. These findings suggest that styles of emotion regulation play an important role in learning from failure.

Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit

BACKGROUND

Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.

AIMS

We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit.

SAMPLE

154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam.

METHODS

In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam.

RESULTS

Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day.

CONCLUSIONS

Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.

Virtue in Pursuit of Goals: A Goals-Based Approach to Patience Measurement

In this paper, we provide a contextualized assessment of virtue through validation of a goals-based approach to measuring patience, the Goals-Based Virtue-Patience Scale (GBV-P). To assess virtue in a way congruent with its definition requires consideration of situational and contextual factors; however, most extant measures of virtue instead assess virtue at a decontextualized, global level (Ng & Tay, 2020). As such, we developed a contextualized and motivationally attuned goals-based assessment of the virtue of patience, the ability to remain calm in the face of frustration, suffering, or delay in goal pursuit. We engaged multilevel structural equation modeling to validate a new measure of patience in pursuit of goals nested within people. Across three studies (N = 798) assessing the GBV-P, data were consistent with reliability and structural validity tests, and associations of the new measure with other regulatory virtues or constructs (e.g., global patience, self-control, conscientiousness, perseverance, emotion regulation) as well as well-being (e.g., life satisfaction, goal orientation, meaning) and ill-being outcomes (e.g., depression and anxiety symptoms, loneliness, stress) provided evidence of convergent validity. Likewise, patience was differentially engaged depending on the goal domain and type; approach (vs. avoidance), interpersonal (vs. intrapersonal), and generativity goals were pursued with more patience.

Emotion regulation styles and Adolescent adjustment following a COVID-19 lockdown

This study explored the effect of emotion regulation styles - integrative emotion regulation (IER), suppressive emotion regulation, and dysregulation-on adolescents' psychosocial adjustment following a Covid-19-related lockdown. 114 mother-adolescent dyads were surveyed after lockdown and at two additional time points (three and six months later). Adolescents were aged 10-16 years, 50.9% females. Adolescents reported on their emotion regulation styles. Mothers and adolescents reported on adolescents' well-being (depressive symptoms, negative and positive emotions) and social behaviour (aggression and prosocial behaviour). Results of multilevel linear growth models showed IER predicted optimal well-being and social behaviour reported by both mothers and adolescents at baseline and a self-reported reduction in prosocial behaviours over time. Suppressive emotion regulation predicted reduced self-reported well-being after lockdown, evident in higher levels of negative affect and depressive symptoms and reductions in mother-reported prosocial behaviour over time. Dysregulation predicted reduced well-being and impaired social behaviour after lockdown, reported by both mothers and adolescents, and a reduction in self-reported depressive symptoms over time. Results suggest adolescents' adjustment to lockdown was affected by their habitual emotion regulation styles.

The role of emotion regulation in mental health during the COVID‐19 outbreak: A 10‐wave longitudinal study

The COVID-19 pandemic elicited a lot of concerns among citizens, thereby potentially compromising their well-being. This study sought to examine the role of individuals' emotion regulation styles (i.e., emotional dysregulation, emotional suppression, and emotional integration) in handling these concerns and their experiences of well-being (i.e., satisfaction with life and sleep quality) and ill-being (i.e., anxiety and depressive symptoms). The study had a unique 10-wave longitudinal design (N = 986; M_age  = 41.28; 76% female) and was conducted during the outbreak of the pandemic in March-May 2020. Multilevel analyses showed, first, that weekly variation in COVID-19 related concerns related negatively to weekly variation in well-being and positively to weekly variation in ill-being. Second, at the between-person level, emotional dysregulation and suppression related positively to between-person vulnerability in ill-being and lower well-being (across all waves). Third, between-person differences in emotional dysregulation amplified the strength of the within-person association between concerns and depressive complaints and lowered life satisfaction. Unexpectedly, integrative emotion regulation amplified the strength of the within-person association between concerns and anxiety. The discussion focuses on the critical role of emotion regulation in handling the uncertainty elicited by the pandemic and provides directions for further research.

When We're Asked to Change: The Role of Suppression and Reappraisal in Partner Change Outcomes

Receiving a request to change from a romantic partner can evoke intense emotional responses that hinder change progress and conflict resolution. As such, investigating how those being asked to change (i.e., change targets) regulate their emotions through key intrapersonal strategies (i.e., suppression and reappraisal) will lend crucial insight into promoting change success. Utilizing laboratory-interaction (Study 1; N = 111 couples) and experience-sampling methods (Study 2; N = 2178 weekly reports from an 8-week diary), we assessed targets' regulation strategies, change progress, and the extent to which they met their partner's ideals. Preregistered analyses demonstrated that targets' use of suppression was not linked to better or worse change outcomes. However, targets' use of reappraisal was linked to better change outcomes as rated by both partners. Additional analyses revealed that targets' suppression was linked to targets meeting their partner's ideals more in the short term but less over time, whereas targets' reappraisal was linked to targets meeting their partner's ideals more in both the short term and over time. These findings highlight reappraisal as a key strategy for promoting successful partner change.