Developmental differences in children’s interpersonal emotion regulation

Assessing children's interpersonal emotion regulation with virtual agents: The serious game Emodiscovery

“…Although these skills are present since the age of three, children start generalizing them to other emotions (i.e., anger, fear, or surprise) at the age of five (Widen & Russell, 2003). Furthermore, the use of cognitive strategies such as cognitive engagement is present mainly in 8 year-olds (López-Pérez, Wilson, Dellaria, & Gummerum, 2016). Although previous research has identified age differences in interpersonal ER, prior studies have been conducted through observing children interacting with upset targets (e.g., Dunfield, O'Connell, Kuhlmeier, & Kelley, 2011) or by asking children how they would react when facing an upset target (López-Pérez et al, 2016).…”

“…Furthermore, the use of cognitive strategies such as cognitive engagement is present mainly in 8 year-olds (López-Pérez, Wilson, Dellaria, & Gummerum, 2016). Although previous research has identified age differences in interpersonal ER, prior studies have been conducted through observing children interacting with upset targets (e.g., Dunfield, O'Connell, Kuhlmeier, & Kelley, 2011) or by asking children how they would react when facing an upset target (López-Pérez et al, 2016). Thus, it has not been evaluated (1) whether children's identifications of others' emotions may affect their strategies selection and (2) whether the regulation strategies selected may differ depending on the emotion displayed by the target.…”

“…Maladaptive Interpersonal Regulation Strategies  Affective engagement: active commitment to the target's feelings through active listening, talking to the target, or understanding that the target has stable positive characteristics (López-Pérez, Wilson, Dellaria, & Gummerum, 2016;Niven, Totterdell, & Holman, 2009).  Cognitive engagement: it involves changing the way the target thinks about a situation (Gross, 2007;López-Pérez et al, 2016;Niven et al, 2009).…”

“…Maladaptive Interpersonal Regulation Strategies  Affective engagement: active commitment to the target's feelings through active listening, talking to the target, or understanding that the target has stable positive characteristics (López-Pérez, Wilson, Dellaria, & Gummerum, 2016;Niven, Totterdell, & Holman, 2009).  Cognitive engagement: it involves changing the way the target thinks about a situation (Gross, 2007;López-Pérez et al, 2016;Niven et al, 2009).  Distraction: diverting the target's attention away from an aversive event (López-Pérez et al, 2016;Niven et al, 2009)  Humour: it implies entertaining and amusing the target to make them laugh (López-Pérez et al, 2016;Niven et al, 2009).…”

Uso del humor e inteligencia emocional en estudiantes de Secundaria

“…Esta visión del uso del humor como un elemento de competencia social sugiere que éste puede se puede encontrar, de alguna forma, relacionado con el constructo de inteligencia emocional (IE). Estudios recientes han señalado cómo existen líneas de conexión entre IE (concretamente en la gestión de esas emociones) y la calidad de las interacciones sociales (Caballero, Alcaraz, Alonso, & Yuste, 2016;Lopes, Brackett, Nezlek, Schutz, Sellin & Salovey, 2004;López--Pérez, Wilson, Dellaria, & Gummerum, 2016). Muchos de los usos socialmente relevantes, tienen que ver con la conciencia emocional y la regulación de las emociones, componentes de esa IE.…”