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Regulation of Positive Emotions: Emotion Regulation Strategies that Promote Resilience
Journal of Happiness Studies
Abstract
The regulation of emotions is essential in everyday life. In this paper, we discuss the regulation of positive emotional experiences.
Our discussion focuses on strategies aimed at maintaining and increasing experiences of positive emotions. We discuss the
importance of these strategies for well-being, and suggest that cultivating positive emotions may be particularly useful for
building resilience to stressful events. Then, we explore possible mechanisms that link positive emotions to coping for resilient
people, with a focus on the automatic activation of positive emotions while coping. We conclude by discussing alternative
models and proposing future directions in the work on positive emotion regulation and resilience.
... Previous studies showed a positive correlation between emotion regulation and resilience (Gianesini & Brighi, 2015;Sukmaningpraja & Santhoso, 2016). Tugade and Fredrickson (2007) explained that emotion regulation helped adolescents manage emotions, reducing stress and trauma. This consequently leads to better emotional control (Prasetio et al., 2021). ...
Bullying experienced by adolescents has a negative impact, which necessitates the development of high levels of resilience to address and grow from traumatic experiences. Key influencing factors include emotion regulation and social support. Therefore, this study aimed to investigate the impact of two emotion regulation strategies and social support on resilience of adolescent victims of bullying. This was a quantitative study with a correlational design, involving 612 adolescent victims of bullying aged 13-15 years from junior high schools in Surabaya. The results showed a significant effect (p
... Nevertheless, this instrument is clinically useful and widely used to broadly assess these symptoms. 34 ...
In two studies conducted in 2022, we examined the effect of images that elicit incidental emotions and the timing of exposure to these images, on the maintenance of positive and negative emotions in affective working memory (AWM). In Study 1, participants viewed a negative, positive, or neutral image while maintaining the emotional intensity of positive or negative emotions in AWM (intratrial). The results showed that experiencing a negative or positive incidental emotion (but not neutral states) improved the maintenance of negative (but not positive) emotions induced by another stimulus. In Study 2, participants were randomly assigned to experimental conditions. In the first condition, they viewed an emotion-eliciting image while maintaining an emotion elicited by a different image (replicating Study 1). In the second condition, they viewed the emotion-eliciting image before maintaining an emotion elicited by a different image. The results replicated those of Study 1 and showed that the timing of experiencing the incidental emotion (before or during the task) did not affect AWM. They also suggest that maintenance of negative emotions increases irrespective of the emotional context surrounding them. These findings offer valuable theoretical insights into the role of emotional contexts in intensifying negative emotions, potentially guiding future research on interventions designed to modulate negative emotions.
This study examined 1337 children or adolescents from various educational stages (primary, junior, and senior high school levels) along with their parents. First, we examined the effects of parental education anxiety, children's academic anxiety, children's self‐academic achievement expectation, and parental self‐blame on the progression of children and adolescents. Moreover, we investigated the interactions between parental education anxiety and children's academic anxiety. Additionally, the potential mediating influences exerted by children's self‐academic achievement expectation and parental self‐blame were explored within distinct phases of childhood and adolescence. The results showed that: (1) As children and adolescents grow older, their academic anxiety levels tend to rise. In comparison to primary school students, junior high school students exhibited higher self‐academic achievement expectation, whereas senior high school students showed diminished ones; (2) Parental education anxiety was a significant predictor of their children's academic anxiety; (3) The transmission of education anxiety across generations was influenced by the mediating role of children's self‐academic achievement expectation; (4) The mediating impact of children's self‐academic achievement expectation was significant in junior and senior high school, while its significance was not observed in primary school; (5) The intergenerational transmission of education anxiety was mediated through parental self‐blame; (6) The mediating effect of parental self‐blame was noteworthy in primary and junior high school, but the latter half path of parental self‐blame did not attain significance in senior high school. This results verified the intergenerational transmission of education anxiety, affirming the substantial positive predictive link between parental education anxiety and children's academic anxiety. Notably, children's self‐academic achievement expectation emerged as mediators during junior and senior high school, whereas parental self‐blame played a mediating role during primary and junior high school.
هدف از انجام تحقیق حاضر تشخیص نقش حمایت اجتماعی، کمالگرایی و هوش معنوی در سازگاری روانشناختی محصلان پوهنتون بامیان با میانجیگری تابآوری است. روش این تحقیق به لحاظ هدف کاربردی، به لحاظ نوع گردآوری دادهها، پیمایشی و به لحاظ نوع روش تحقیق، توصیفی میباشد. جامعه آماری تحقیق حاضر را همهی محصلان پوهنتون را تشکیل داده که نمونه آماری 268 نفری به روش نمونهگیری تصادفی خوشهای چندمرحلهای از میان ایشان انتخاب شد. ابزار جمعآوری دادهها نیز پرسشنامه استاندارد حمایت اجتماعی واکس و همکاران (1986)، پرسشنامه استاندارد کمالگرایی هیل (2004)، پرسشنامه استاندارد هوش معنوی کینگ (2014)، ﭘﺮسشنامه سازگاری روانشناختی وﻳﻨﺒﺮﮔﺮ(1971) و پرسشنامه استاندارد تابآوری کانر و دیویدسون (2003) بود. روشهای آماری توصیفی و استنباطی ضریب همبستگی پیرسون، رگرسیون و تحلیل مسیر فرضیات تحقیق از طریق تجزیهوتحلیل آماری مورد آزمون قرار گرفت. در نهایت چنین نتیجهگیری شد که؛ حمایت اجتماعی، کمالگرایی و هوش معنوی در سازگاری روانشناختی محصلان پوهنتون بامیان با میانجیگری تابآوری نقش بسزایی دارند.
Recent studies have examined the role and functionality of regulating emotions in academic settings. The main purpose of this study was to explore how various strategies can regulate students’ negative emotions in receiving feedback and challenges in argumentative writing. To formulate this line of research, we employed a multiple case design, using multiple sources of data including a semi-structured interview, narrative inquiry, and diaries to examine how Iranian EFL M.A students regulate their emotions in argumentative writing tasks. The holistic view of findings revealed that students experienced a large range of emotions while receiving feedback and challenges during argumentative writing. As the findings displayed, at the beginning of the course the participants had negative feelings such as shame, disappointment, low self-confidence, and stress which brought about using different strategies to regulate their emotions. These strategies were categorized into three themes: acceptance, cognitive reappraisal, and problem-solving. Besides, not only emotion regulation strategies (ERS) as an internal factor have a great influence on students’ mindsets, but also one external factor known as writing instructor was effective in regulating students’ emotions. The implications and recommendations for ERS are discussed.
This case study analyzes the physical workload regulation strategies adopted by healthcare staff in a specialized hospital facility in Algeria, facing staffing shortage challenges. The objective is to understand how medical teams manage the balance between care demands and their capabilities while preserving their well-being and quality of care. The methodological approach combined a global analysis of organizational arrangements and a detailed analysis of individual and collective practices through interviews and field observations. The results reveal various regulations implemented at different levels: progressive staff assignments, adapted positions, task delegation, collective responsibility sharing, and activity grouping and prioritization. Although these strategies allow caregivers to adapt to overload, they raise questions about their long-term impact on care quality. Absenteeism, perceived as a passive regulation mechanism, also reflects the limitations of individual solutions to structural problems. This study advocates for a systemic approach integrating organizational, collective, and individual interventions to sustainably promote healthcare workers' well-being and quality of care in maternity wards within a context of staff shortage.
New generation needs fundamental life skills in order to achieve their full potential. Life skills also known as psychosocial competencies are considered essential for employability, social inclusion, and individual growth. This study has a twofold objective, firstly it makes a distinction between the terms skills, life skills, soft skills and competencies as these terms often overlap in the literature reviewed; secondly, the study also explores whether life skills are required by graduates for employability in the hotel/hospitality industry. A critical review of the extant literature on soft skills, employability skills, competencies and employer's expectations with an emphasis on soft skills, from different sources, was conducted. A psychosocial competency framework was established. It was determined that the three domains of psychosocial competencies-the personal, social and cognitive domains impact job performance. Finally, a framework for life skills for employability was conceptualized for the hotel industry. This study contributes to the existing knowledge by developing a strong foundation of life skills. Individuals will be able to develop employability skills needed for the job. The study also gives the scope for an academia-industry interface for developing a life skills customer centric curriculum as it is a futuristic requirement for enhancing employability.
Extrapolating from B. L. Fredrickson's (1998, 2001) broaden-and-build theory of positive emotions, the authors hypothesized that positive emotions are active ingredients within trait resilience. U.S. college students (18 men and 28 women) were tested in early 2001 and again in the weeks following the September 11th terrorist attacks. Mediational analyses showed that positive emotions experienced in the wake of the attacks - gratitude, interest, love, and so forth - fully accounted for the relations between (a) precrisis resilience and later development of depressive symptoms and (b) precrisis resilience and postcrisis growth in psychological resources. Findings suggest that positive emotions in the aftermath of crises buffer resilient people against depression and fuel thriving, consistent with the broaden-and-build theory. Discussion touches on implications for coping.
Four experiments indicated that positive affect, induced by means of seeing a few minutes of a comedy film or by means of receiving a small bag of candy, improved performance on two tasks that are generally regarded as requiring creative ingenuity: Duncker's (1945) candle task and M. T. Mednick, S. A. Mednick, and E. V. Mednick's (1964) Remote Associates Test. One condition in which negative affect was induced and two in which subjects engaged in physical exercise (intended to represent affectless arousal) failed to produce comparable improvements in creative performance. The influence of positive affect on creativity was discussed in terms of a broader theory of the impact of positive affect on cognitive organization.
The effect of a grateful outlook on psychological and physical well-being was examined. In Studies 1 and 2, participants were randomly assigned to 1 of 3 experimental conditions (hassles, gratitude listing, and either neutral life events or social comparison); they then kept weekly (Study 1) or daily (Study 2) records of their moods, coping behaviors, health behaviors, physical symptoms, and overall life appraisals. In a 3rd study, persons with neuromuscular disease were randomly assigned to either the gratitude condition or to a control condition. The gratitude-outlook groups exhibited heightened well-being across several, though not all, of the outcome measures across the 3 studies, relative to the comparison groups. The effect on positive affect appeared to be the most robust finding. Results suggest that a conscious focus on blessings may have emotional and interpersonal benefits.
This article addresses distinctions underlying concepts of resilience and thriving and issues in conceptualizing thriving. Thriving (physical or psychological) may reflect decreased reactivity to subsequent stressors, faster recovery from subsequent stressors, or a consistently higher level of functioning. Psychological thriving may reflect gains in skill, knowledge, confidence, or a sense of security in personal relationships. Psychological thriving resembles other instances of growth. It probably does not depend on the occurrence of a discrete traumatic event or longer term trauma, though such events may elicit it. An important question is why some people thrive, whereas others are impaired, given the same event. A potential answer rests on the idea that differences in confidence and mastery are self-perpetuating and self-intensifying. This idea suggests a number of variables whose role in thriving is worth closer study, including personality variables such as optimism, contextual variables such as social support, and situational variables such as the coping reactions elicited by the adverse event.
The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. The most surprising conclusion emerging from studies of these children is the ordinariness of resilience. An examination of converging findings from variable-focused and person-focused investigations of these phenomena suggests that resilience is common and that it usually arises from the normative functions of human adaptational systems, with the greatest threats to human development being those that compromise these protective systems. The conclusion that resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology. The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity.