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Veilleux JC, Clift JB, Brott KH, Warner EA, Schreiber RE, Henderson HM, Shelton DK. "I'm so dumb and worthless right now": factors associated with heightened momentary self-criticism in daily life. Cogn Emot 2024; 38:492-507. [PMID: 38241697 DOI: 10.1080/02699931.2024.2305400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 11/02/2023] [Indexed: 01/21/2024]
Abstract
Self-criticism is a trait associated with increased psychopathology, but self-criticism is also a personality state reflecting an action that people do in moments of time. In the current study, we explored factors associated with heightened self-criticism in daily life. Participants (N = 197) received five random prompts per day for one week on their mobile phones, where they reported their current affect (negative and positive affect), willpower self-efficacy, distress intolerance, degree of support and criticism from others, current context (location, activity, hunger, tiredness) and momentary self-criticism. We first demonstrated that self-criticism varies over time and across contexts, and is associated with heightened trait self-criticism. Then, using multilevel modelling, we explored the contextual factors associated with greater self-criticism. We found that self-criticism was higher when people were at home, and more tired. We also found higher self-criticism to be associated with greater negative and lower positive affect, greater distress intolerance, lower willpower and greater perceived criticism from others. In addition, self-criticism predicted subsequent distress intolerance, willpower and positive affect in lagged analyses. This study provides evidence that both environmental and psychological factors are associated with the dynamics of self-critical thoughts.
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Affiliation(s)
- Jennifer C Veilleux
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Jeremy B Clift
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Katherine Hyde Brott
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Elise A Warner
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Regina E Schreiber
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Hannah M Henderson
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
| | - Dylan K Shelton
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
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Springstein T, English T. Distinguishing Emotion Regulation Success in Daily Life From Maladaptive Regulation and Dysregulation. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2024; 28:209-224. [PMID: 37728098 DOI: 10.1177/10888683231199140] [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] [Indexed: 09/21/2023]
Abstract
ACADEMIC ABSTRACT This paper aims to motivate research on emotion regulation success in naturalistic settings. We define emotion regulation success as achieving one's emotion regulation goal and differentiate it from related concepts (i.e., maladaptive regulation and dysregulation). As goals vary across individuals and situations, it is insufficient to conceptualize emotion regulation success as maximizing positive affect and minimizing negative affect. Instead, emotion regulation success can be measured through novel approaches targeting the achievement of emotion regulation goals. In addition to utilizing novel data analytic tools (e.g., response surface analyses), future research can make use of informant reports and observing ambulatory behavior or physiology. Considering emotion regulation goals when measuring daily emotion regulation success has the potential to answer key questions about personality, development, and mental health. PUBLIC ABSTRACT People differ in how they want to feel in daily situations (e.g., excited) and why they want to feel that way (e.g., to make others feel better), depending on factors such as culture or age. Although people manage their emotions to reach these goals, most research assessing emotion regulation success has not taken individual goals into account. When assessing if people successfully regulate their emotions, most research in daily life has been focused on whether people feel more positive or less negative. To help study emotion regulation success in a more thoughtful and inclusive way, we propose a new approach to conceptualizing emotion regulation success that incorporates individual differences in what motivates people to regulate and discuss future research directions and applications.
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Isaacowitz DM, English T. Beyond strategies: The when and why of emotion regulation in aging. Curr Opin Psychol 2024; 56:101763. [PMID: 38113668 PMCID: PMC10939930 DOI: 10.1016/j.copsyc.2023.101763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 11/06/2023] [Accepted: 11/20/2023] [Indexed: 12/21/2023]
Abstract
Most research to date on potential age differences in emotion regulation has focused on whether older adults differ from younger adults in how they manage their emotions. We argue for a broader consideration of the possible effects of aging on emotion regulation by moving beyond tests of age differences in strategy use to also consider when and why emotion regulation takes place. That is, we encourage deeper consideration of contextual factors that spark regulation as well as the goals and motives underlying individuals' attempts to regulate their emotions. There may be age-related variation in all, some, or none of these components of emotion regulation. Descriptive work across all dimensions of emotion regulation is necessary to test and refine theories of emotional aging.
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Affiliation(s)
| | - Tammy English
- Department of Psychological and Brain Sciences, Washington University in St Louis, United States
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Petrova K, Gross JJ. The Future of Emotion Regulation Research: Broadening Our Field of View. AFFECTIVE SCIENCE 2023; 4:609-616. [PMID: 38156255 PMCID: PMC10751286 DOI: 10.1007/s42761-023-00222-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2023] [Accepted: 09/14/2023] [Indexed: 12/30/2023]
Abstract
Over the past few decades, emotion regulation research has matured into a vibrant and rapidly growing field (in 2022 alone, more than 30 thousand papers were published on emotion regulation). Taking stock of our progress, we ask "What does the future hold?" In this manuscript, we offer a roadmap for the next generation of research on emotion regulation. We begin by painting a picture of the field's journey so far. We then outline a forward-looking agenda for broadening our field of view along three key dimensions: (1) increasing our resolution to see how regulatory strategies are flexibly and dynamically translated into tactics; (2) widening our viewing angle to embrace interpersonal emotion regulation; and (3) extending the timescale of emotion regulation research to examine how regulatory efforts are fine-tuned across the regulatory cycle and in the context of a broader range of affective experiences. In doing so, we highlight empirical studies that exemplify these three areas of focus and discuss the opportunities that lie before us. We close by offering a set of concrete practical and methodological recommendations for how the field can accomplish the goals we have outlined.
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Affiliation(s)
- Kate Petrova
- Department of Psychology, Stanford University, 450 Jane Stanford Way, Building 420, Stanford, CA 94305 USA
| | - James J. Gross
- Department of Psychology, Stanford University, 450 Jane Stanford Way, Building 420, Stanford, CA 94305 USA
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Tran A, Greenaway KH, Kostopoulos J, O’Brien ST, Kalokerinos EK. Mapping Interpersonal Emotion Regulation in Everyday Life. AFFECTIVE SCIENCE 2023; 4:672-683. [PMID: 38156260 PMCID: PMC10751271 DOI: 10.1007/s42761-023-00223-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Accepted: 09/22/2023] [Indexed: 12/30/2023]
Abstract
The growing literature on interpersonal emotion regulation has largely focused on the strategies people use to regulate. As such, researchers have little understanding of how often people regulate in the first place, what emotion regulation goals they have when they regulate, and how much effort they invest in regulation. To better characterize features of the regulation process, we conducted two studies using daily diary (N = 171) and experience sampling methods (N = 239), exploring interpersonal emotion regulation in the context of everyday social interactions. We found people regulated others' emotions nearly twice a day, regulated their own emotions through others around once a day, and regulated both their own and others' emotions in the same interaction roughly every other day. Furthermore, not only did people regulate others' emotions more often than regulating their own emotions through others, but they also put in more effort to do so. The goals of regulation were primarily to make themselves or others feel better, most often through increasing positive emotions, rather than decreasing negative emotions. Together, these findings provide a foundational picture of the interpersonal emotion regulation landscape, and lay the groundwork for future exploration into this emerging subfield of affective science. Supplementary Information The online version contains supplementary material available at 10.1007/s42761-023-00223-z.
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Affiliation(s)
- Anh Tran
- Melbourne School of Psychological Sciences, University of Melbourne, Redmond Barry Building, Parkville, VIC 3010 Australia
| | - Katharine H. Greenaway
- Melbourne School of Psychological Sciences, University of Melbourne, Redmond Barry Building, Parkville, VIC 3010 Australia
| | | | - Sarah T. O’Brien
- Melbourne School of Psychological Sciences, University of Melbourne, Redmond Barry Building, Parkville, VIC 3010 Australia
| | - Elise K. Kalokerinos
- Melbourne School of Psychological Sciences, University of Melbourne, Redmond Barry Building, Parkville, VIC 3010 Australia
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Growney CM, English T. Age and Cognitive Ability Predict Emotion Regulation Strategy Use. J Gerontol B Psychol Sci Soc Sci 2023; 78:987-997. [PMID: 36744761 PMCID: PMC10214650 DOI: 10.1093/geronb/gbad021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Indexed: 02/07/2023] Open
Abstract
OBJECTIVES This study examines how age and cognitive ability predict use of different emotion regulation strategies in a laboratory task eliciting emotions varying in valence and arousal. METHODS Participants (N = 287) aged 25-85 completed the NIH Toolbox Cognitive Battery and an emotion regulation task in a laboratory setting. They watched a series of emotional clips (disgust, sadness, amusement, and contentment) under instructions to increase positive emotions or decrease negative emotions. After each clip, they rated the extent to which they used emotion regulation strategies that involve different types of engagement with emotional stimuli and disengagement from emotional stimuli. RESULTS Older age was predictive of greater use of immersive-engagement strategies (e.g., perspective taking) and less use of disengagement strategies (e.g., distraction). Fluid cognitive ability was positively associated with immersive-engagement strategy use, particularly for high-arousal clips. For older adults, fluid cognitive ability was also associated with using positive-engagement strategies (e.g., positive reappraisal) to a greater extent to regulate negative emotions. DISCUSSION Patterns of emotion regulation strategy use varied by age, even when accounting for differences in reactivity. Findings suggest that older adults may not necessarily prefer strategies that are lower in cognitive demands or that focus on enhancing positivity. Results support the idea that strategy preferences are driven by a combination of characteristics of the regulator and the regulation context. The relevance of cognitive resources likely varies across situations, perhaps being most consequential for deeper processing of high-arousal stimuli and for older adults' engagement with positive aspects of an otherwise negative situation.
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Affiliation(s)
- Claire M Growney
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Tammy English
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri, USA
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Chester M, Plate RC, Powell T, Rodriguez Y, Wagner NJ, Waller R. The COVID-19 pandemic, mask-wearing, and emotion recognition during late-childhood. SOCIAL DEVELOPMENT 2022; 32:SODE12631. [PMID: 36246541 PMCID: PMC9538546 DOI: 10.1111/sode.12631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 07/10/2022] [Accepted: 07/16/2022] [Indexed: 11/28/2022]
Abstract
Face masks are an effective and important tool to prevent the spread of COVID-19, including among children. However, occluding parts of the face can impact emotion recognition, which is fundamental to effective social interactions. Social distancing, stress, and changes to routines because of the pandemic have also altered the social landscape of children, with implications for social development. To better understand how social input and context impact emotion recognition, the current study investigated emotion recognition in children (7-12 years old, N = 131) using images of both masked and unmasked emotional faces. We also assessed a subsample of participants ("pre-pandemic subsample," n = 35) who had completed the same emotion recognition task with unmasked faces before and during the pandemic. Masking of faces was related to worse emotion recognition, with more pronounced effects for happy, sad, and fearful faces than angry and neutral faces. Masking was more strongly related to emotion recognition among children whose families reported greater social disruption in response to the pandemic. Finally, in the pre-pandemic subsample, emotion recognition of sad faces was lower during versus before the pandemic relative to other emotions. Together, findings show that occluding face parts and the broader social context (i.e., global pandemic) both impact emotion-relevant judgments in school-aged children.
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Affiliation(s)
- Maia Chester
- Department of PsychologyUniversity of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Rista C. Plate
- Department of PsychologyUniversity of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Tralucia Powell
- Department of Psychological and Brain SciencesBoston UniversityBostonMassachusettsUSA
| | - Yuheiry Rodriguez
- Department of PsychologyUniversity of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Nicholas J. Wagner
- Department of Psychological and Brain SciencesBoston UniversityBostonMassachusettsUSA
| | - Rebecca Waller
- Department of PsychologyUniversity of PennsylvaniaPhiladelphiaPennsylvaniaUSA
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