Task 3 Flashcards
emotional regulation (ER) = - adaptive or maladaptive strategies
emotional intelligence(EI) =
= influence how emoitions are experienced and
expressed
–> modefying the trajectory of components of emotions (which emotion, intensity, time course, quality, expression)
- No adaptive or maladative strategies of ER; but adaptive nature determined through:
–> awareness of emotion
–> goals!
–> specific strategy to meet goal
= explains individual differences in ER –> consitency in regulation habits
Process model of emotion regulation (Gross)
siehe figure
intelligent emotional regulation
- How to regulate emotions intelligently?
= ability to use emotional regulation in flexible maner comnsintent with goals –> adaptive
- review context
- aim to maximize long term inter- and intra-individual survival
- consider cultural rules
- high EI = preditor for high ER
+ superior adaption in many domains: higher life satisfaction, better health, increased social support, enhanced work/academic performance
Is EI more a form of intelligence or a personality trait?
Tirpartite model of EI (3 levels)
- how are the leves tested?
- Knowledge: about emotions and emotional competencies
- Abilities: to apply this knowledge
- Traits: disposition to behave typically in a certain way in emotional situations
- -> levels are loosely connected: knowledge ≠ ability and ability ≠ trait (weak associations)
- (knowledge +) ability –> intelligence-like tests
- trait –> personality-like questionnaires
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Method
Meta analysis:
- -> correlation between EI and at least one ER strategy (from the Gross model)
- -> also effectsize?
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and situation selection - trait - ability
- people with high trait EI
o more accurate affective forecasts
o select situations more effectively
o do not avoid negative situations if long-term benefits (prefer confrontation over avoidance)
–> more effort dealing with stressors, less discouraged by obstacles - people with high ability EI
o also more accurate affective forecasts
o less avoidant coping strategies & strive to attain their goals (confrontation)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Result
EI and situational modification
- trait & ability
- people with high trait & ability EI:
o more likely to modify negative situation & take action for change
o more willing to seek help (friends, family or professionals)
o more able to freely express emotions
o more constructive conflict resolution strategies
o (but not more likely to wait for the appropriate moment to act or to avoid acting prematurely (restraint))
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and attentional developement - trait - ability
- people with high trait EI:
o greater attention to positive & less ruminate about negative events
o more mindful attention/awareness (non-judgmental, present moment)
o more use of distraction to regulate emotion - inconsistent results concerning people with high ability EI
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Result EI and cognitive change - trait - ability
- people with high trait EI:
o more likely engaging in challenge appraisal
o higher self-efficacy (previously successful attempts to regulate –> believe in themself/ their ER ablilty)
o greater use of reappraisal strategies (change how one thinks)
o less denial strategies
o adaptive humor - people with high ability EI:
o Also higher self-efficacy AND less denial strategies, but more loose associated
o other associations not significant
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Result
EI and response modulation
–> “besoderheit”
- explaination
- exception
–> negative relationship between trait EI and response-modulation strategies (aggression, substance use etc. = mostly maladaptive)
Explaination:
- high EI people have achieved their regulatory goal (= desired emotional state) through previous strategies
- -> lower need not lack of capacity
Exception:
- sport as mood-regulation strategy (positive correlation)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Conclusion
- People high in EI –> shape their emotions from the earliest possible point, have many strategies, leave room for emotions to emerge, show strategies flexibly
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
up vs. down regulation
- most studies focused on down-regulation of negative emotions (most common in emotion regulation efforts)
- but, we can down regulate & upregulate both, negative and positive emotions!!! (4 facets)
–> future research should examine all 4 facets of emotion regulation
Are high EI individuals also efficient in up-regulating or down-regulating positive emotions? (counterintuitive)
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study - Future direction Automatic vs. Effortful
Suggestion for future research question
- Automatic processes: implicit, unconscious, stimulus-driven (here: driven by emotion)
o assumed: high EI mostly automatic regulation
o consistently perform adaptive ER –> parctice effect –> progressively automatic
o people high in EI perform effective ER even under cognitive load
–> conscious ER requires attentional resources thus would be reduced in stressful situations - Effortful processes: explicit, conscious, controlled, goal-driven
> if all automatic -> little flexibility –>
high EI individuals’ ER processes cannot be fully automatic
Possibe research question:
DO subjects better emotion regulation when goal was primed (outside of awareness)?
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
Longterm mental and physical consequences
- Positive associations between EI and physical health –> different explanations:
o some ER strategies exert positive influence on physical health (sport)
o high EI regulate their emotions earlier –> less arousal
o high EI less likely to engage in substance use, not at risk for substance-use related disorders (cirrhosis of liver)
o increased ER efficiency has a positive effect on sleep –> crucial to health
(Pena-Sarrionandia, Mikolajczak, & Gross, 2015) study
- Future direction
regulation strategy vs. style
- Emotion regulation strategy not adaptive or maladaptive per se –> depends on the context, perspective & goals
- BUT, an emotion regulation style (= repeated use of a given emotion regulation pattern)
- -> different long-term consequences –> some are more adaptive than others
o high EI is positively/negatively associated with certain strategies
o high EI generally predicts successful adaptation in many domains of life
Perera - whats it about? Trait Emotional Intelligence (TEI)
- Aim
Aim:
- identify predictors of academic performance:
–> overview possible theoretical mechanisms linking TEI with achievement
(many of relations only theory -watch out!)
—> update of empirical research
Trait emotional intellignece (TEI) theory (Perera atricle)
Multi-dimentional representation
What does the theory say about achievement?
Multi-dimensional, hierarchical representation of TEI:
- Global TEI factor –> TEI = personality construct
- Sociability, self-control, emotionality, dispositional well-being
- Affective motivational traits and self-perception
- Theory postulates TEI not or just weakly related to achievement (it is a personality trait – not cognitive ability)
BUT –> since THERE IS a correlation between achievement and TEI
Relationship between TEI and achievement (Perera)
TEI affects 3 types of processes (influencing academic performance)
- Cognitive processes
- Motivational processes
- Interpersonal processes
(optional: look at figure)
Relationship between TEI and achievement (Perera)
- Cogntive process
- people with high TEI:
o greater attention to academic tasks
o less impaired by negative emotions (could interfere with performance) –> through emotion regulation
> also, emotional self-efficacy (important for achievement under stressful)
o more cognitive resources
o more positive emotions when callenged (enjoyment of learning, ambition to solve academic problem)
–> high TEI: more goal-drive (effort/engagement) and more focused (attention)
Relationship between TEI and achievement (Perera)
Motivational process - expecatancy value theories
= behavior reflects pursuit of desired goals (people remain engaged when having positive expectations)
o high TEI –> optimistic disposition + generalized favorable expectancies for the future
–> prediction: increased engagement –> promote achievement (low TEI –> opposite)
Relationship between TEI and achievement (Perera)
Motivational process - biological models of human regulation
(?=maybe) –> predictions no hard facts
= Behavior reflects approach/avoidance tendencies & regulation of these tendencies in response to environmental cues of reward/threat
- TEI dispositions for approach + engagement in effort?
…people high in TEI:
o positive emotionality > encourages academic engagement/approach goal?
o high self-motivation > help regulate effort/attention (persistence, focus)
o high self-control & low impulsivity –> delay momentary gratification in service of persuing long-term goals
Relationship between TEI and achievement (Perera)
Interpersonal progresses
- TEI regulates interpersonal relationships + coordinates social interactions (enhance navigation of collaborative educational settings towards maximizing achievement)
- evolutionary theory of TEI: (TEI = result of natural selection) –> social adaptation
- social-functional perspective of emotion: emotion-based communication (expresion/perception) crucial for social interactions
o emotional expresion –> enhances ability to meet social goals and resolve social problems through informative (about internal states), evocative (elicit complementary emotions in others) and incentive (reinforcing) functions
o emotion perception –> provides socially-relevant information about people’s emotional states/intentions - prepared adaptive response to social events (maximizes social outcome)
–> high TEI - good in collaborative setting: helps communicating and behaving in a socially appropriate way
Relationship between TEI and achievement (Perera)
Can TEI hinder achievement?
- high TEI - sociability dispositions (prosocial orientation, tendency toward social activity) –> may hamper achievement (E.g.: meeting with friends in stead of working)
- Also, may increase exposure to social pressures –> could interfere with academic activities
–> TEI probably positively linked to achievement BUT,might have sometimes negative influence
Relationship between TEI and achievement (Perera)
- Empirical relationship between TEI & achievement
Studies:
- consistent modest-to-moderate positively validity for TEI to predicted of achievement
–> age (-) and academic level (-) moderate the effect
> lower levels of education are more collaborative or vatiability
