Emotion regulation and anxiety disorders

Amstadter, Ananda B.

doi:10.1016/j.janxdis.2007.02.004

Cited by 319 publications

(252 citation statements)

References 51 publications

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“…Not surprisingly, scholars have highlighted a close relationship between emotion regulation and anxiety (Amstadter, 2008;Gross & Munoz, 1995;Mikolajczak, Luminet, Leroy, & Roy, 2007;Nelis et al, 2011).…”

Section: Evidence Of the Cers-m's Criterion Validitymentioning

confidence: 99%

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Hanin¹,

Grégoire²,

Mikolajczak³

et al. 2017

PSYCH

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This article introduces the development and validation of a self-report questionnaire: the Children's Emotion Regulation scale in Mathematics (CERS-M). Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six-factor model (emotion expression, task utility selfpersuasion, help-seeking, negative self-talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test-retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS-M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE-questionnaire; e) preliminary evidence of criterion validity, with CERS-M scores predicting math anxiety, and to a lesser extent, students' performance; f) preliminary evidence of incremental validity, with the CERS-M predicting math anxiety and performance over and above emotion regulation measured by the COPEquestionnaire. Findings constitute encouraging preliminary psychometric characteristics in favor of the use of the CERS-M.

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Section: Evidence Of the Cers-m's Criterion Validitymentioning

confidence: 99%

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Hanin¹,

Grégoire²,

Mikolajczak³

et al. 2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…This fundamentally experiential, future-oriented, self-focusing emotion at times can be adaptive, as anticipatory problem-solving thoughts are triggered. Anxiety disorders will directly implicates emotion [8], [9].…”

Section: A Stress Anxiety and Depressionmentioning

confidence: 99%

Relating Stress, Anxiety and Depression among Flood Victims’Quality of Life in Malaysia: A Theoretical Perspective

Johari¹,

Marzuki²

2013

IJSSH

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“…Anxiety is the state in which an individual fails to differentiate between a real and an imagined threat (Amstadter, 2008). As a result, their perspective towards themself and ongoing situations becomes self-focused and future-oriented (Barlow, 1991 as cited in Amstadter, 2008).…”

Section: Anxietymentioning

confidence: 99%

“…As a result, their perspective towards themself and ongoing situations becomes self-focused and future-oriented (Barlow, 1991 as cited in Amstadter, 2008).…”

Section: Anxietymentioning

confidence: 99%

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Putting Buddhist understanding back into mindfulness training

Jarukasemthawee¹

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In recent years, mindfulness training techniques have been incorporated into a variety of Western psychological therapies. These mindfulness-based therapies have been demonstrated to be effective in reducing psychological distress in a wide range of populations; however, these interventions provide only superficial rationale for these techniques and do not include teachings about their origins or philosophical importance. The Positive Mindfulness Program (PMP) was developed by combining the well-established foundation of Western mindfulness-based programs with the rich Buddhist teachings from which mindfulness originates to include a more holistic and integrated mindfulness program. The present study explored the effectiveness of the PMP in improving well-being as well as reducing distress in Thai and Australian samples. Study 1 used a randomized control trial to test for changes in well-being, psychological distress, mindfulness, rumination, difficulties in emotional regulation, and understanding of the three characteristics of existence in a Thai-Buddhist sample. The results demonstrated that relative to a control condition, the PMP had a significant effect on well-being, major psychological distress (depression, anxiety, and stress), mindfulness, rumination, difficulties in emotional regulation), and the understanding of the three characteristics of existence. The effect size for rumination was large and the effect size for well-being, mindfulness, difficulties in emotional regulation, and the understanding of the three characteristics of existence was medium to large. For depression, anxiety, and stress, the effect size was small to medium. Furthermore, the results demonstrated no significant changes in the control condition. A multilevel model for the PMP revealed that positive and negative outcomes improved most rapidly across the first half of intervention (the first four sessions) showed smaller changes in the second half of intervention (the second four sessions), and that gains were maintained across the six week follow-up assessment.In Study 2, the PMP was conducted using an Australian sample. This study aimed to replicate the results of Study 1 in a culture where Buddhist ideas are not familiar. Multilevel modelling demonstrated that the PMP significantly increased well-being, mindfulness, and the understanding of Buddhist concepts about the characteristics of existence and significantly reduced rumination, difficulties with emotional regulation, and distress (depression, anxiety, and stress). The program was most effective during the first half of intervention (the first four sessions), while the second half of the intervention (the second four sessions) was also effective but to a lesser extent.Treatment effects were maintained at six weeks follow-up across all measures. The effect size was large for measures of well-being, mindfulness, the understanding of the three characteristics of existence, rumination, difficulties in emotional regulation, depression, and stress. The effect size for m...

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Emotion regulation and anxiety disorders

Cited by 319 publications

References 51 publications

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

Relating Stress, Anxiety and Depression among Flood Victims’Quality of Life in Malaysia: A Theoretical Perspective

Putting Buddhist understanding back into mindfulness training

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