Is Negative Emotion Differentiation Associated With Emotion Regulation Choice? Investigations at the Person and Day Level

O’Toole, Mia Skytte; Elkjær, Emma; Mikkelsen, Mai Bjørnskov

doi:10.3389/fpsyg.2021.684377

Cited by 9 publications

(6 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, this mode is also accompanied by self-evident defects: first, the 3P mode is a teaching mode of one-way knowledge transfer centered on "teaching before learning," which ignores the real needs and learning status of students [18]. Second, the 3P mode is limited by time and space, so it is difficult to set personalized teacher-student interaction and teaching schedule.…”

Section: Differences With Traditional 3p English Teaching Modelmentioning

confidence: 99%

[Retracted] Analysis of O2O Teaching Assistant Mode of College English in MOOC Environment

Zhang¹

2022

Journal of Environmental and Public Health

View full text Add to dashboard Cite

In the past, teaching assistants always focused on the physical environment and actions, resulting in a lot of carbon emissions and material waste. This paper discusses the online and offline integration of college English teaching assistance model, which helps inspire the significance of saving energy and reduce carbon emissions in higher education environment. Our country has been putting education informationization in a very important position. In recent years, the demand of college education informatization is more urgent, which calls for the reform of college classroom teaching mode. “O2O teaching mode” is a teaching mode that integrates online and offline teaching, uses computer information network technology, makes use of network media, and relies on online MOOC platform to carry out online network learning and offline face-to-face classroom learning. “O2O teaching mode” has the characteristics of openness, interactivity, individuality, convenience, and generation, which is conducive to changing students’ learning mode and teachers’ teaching mode, realizing resource sharing, and improving teaching quality. English is a practical course. In the practice of modern English teaching, it is necessary to maintain and develop the advantages of traditional humanistic teaching, and to make efficient use of the media resources and network resources under the condition of modern educational technology, so as to ensure that English learners have active and sufficient practice opportunities. With the popularity of the Internet and the development of MOOC, more and more English learners begin to learn independently online. English online learning platform has become an indispensable tool for independent learning and daily English teaching. Especially when the Internet is connected with the campus network, the role of the network has changed from teaching auxiliary resources to teaching platform, making online learning become a new way of learning, realizing the interaction of English teaching in the network environment.

show abstract

Section: Differences With Traditional 3p English Teaching Modelmentioning

confidence: 99%

[Retracted] Analysis of O2O Teaching Assistant Mode of College English in MOOC Environment

Zhang¹

2022

Journal of Environmental and Public Health

View full text Add to dashboard Cite

show abstract

“…We propose that future research on the adaptiveness of indicators of variability and flexibility of ER obtain more contextual information and consider other indicators. ENDNOTES 1 There is a sample overlap with another study (O'Toole et al, 2021) where the main purpose was to investigate the relationship between emotion differentiation and emotion regulation choice. There are no overlaps in research questions or main analyses between that and the present study.…”

Section: Discussionmentioning

confidence: 99%

“…This strategy aligns with previous ESM studies (cf. Kashdan & Steger, 2006; O'Toole, Zachariae & Mennin, 2017), and the specific items chosen have been found to show acceptable internal consistency over time (O'Toole et al ., 2021). All items were rated on a five‐point Likert Scale and changed into present tense to assess the extent to which the strategy was employed in the present moment .…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Emotion regulation patterns: Capturing variability and flexibility in emotion regulation in an experience sampling study

Elkjær

Mikkelsen

O’Toole

2022

Scandinavian J Psychology

Self Cite

View full text Add to dashboard Cite

Variability and flexibility in emotion regulation (ER) are considered important ingredients in adaptive ER. Few attempts at operationalizing variability and flexibility in ER have been made. In two 10‐day experience sampling studies (N = 51 and 39), healthy participants rated their momentary emotions and their ER efforts in response to those emotions. We evaluated the association between ER (i.e., between and within ER strategy variability and ER flexibility, operationalized as putatively adaptive, putatively maladaptive and total strategies) and measures of well‐being (psychological distress, satisfaction with life) in general (person‐level) and in everyday life (day‐level). Higher within‐variability indicated that a strategy was used more at some occasions and less at others. Higher between‐variability indicated variation in the extent to which different strategies were engaged at the same time point. Overall, results were mixed, but in some instances, indicators of ER variability and ER flexibility were related to each other and measures of well‐being differently. Total within ER variability was negatively associated with well‐being at the person and day level. Putatively adaptive between and within ER variability were associated with less well‐being at the person level. At the day level, putatively adaptive and maladaptive between ER variability and maladaptive within ER variability were negatively associated with well‐being. Putatively adaptive ER flexibility was negatively associated with satisfaction with life. This study adds to the literature on indicators of variability and flexibility in ER and their potential adaptiveness. The results indicate that variability in ER could be a maladaptive property, but more research is needed to understand this in terms of putatively adaptive and maladaptive strategies. Future studies on the adaptiveness of these indicators should obtain more contextual information.

show abstract

“…Empirical evidence on within-person associations also do not support a directional relationship between emotion differentiation and emotion regulation. A 10-day ESM study showed that on days when university students had higher negative emotion differentiation than usual, they did not use their emotion regulation strategies any differently (O'Toole et al, 2021). To the best of our knowledge, there was only one study that investigated the temporal precedence of emotion differentiation and emotion regulation.…”

Section: Differentiated Emotions May Facilitate Emotion Regulationmentioning

confidence: 99%

Naming before Taming? Emotion Differentiation and Emotion Regulation Variability Hinder Each Other within Adolescents.

Lo,

Verhagen,

Pouwels

et al. 2024

Preprint

View full text Add to dashboard Cite

To adapt to changing situations in daily lives, adolescents vary the intensity of strategies or switch between strategies to regulate their emotions. This emotion regulation variability is thought to be enhanced by emotion differentiation, which refers to how well adolescents distinctively label their emotions. We tested this assumption in five experience sampling method datasets, which repeatedly assessed emotion differentiation and emotion regulation variability in 750 adolescents’ daily life (aged 11 to 25, 59.17% female, 25834 observations). Unexpectedly, moments of higher emotion differentiation were followed by more consistent use of emotion regulation strategies (i.e., lower emotion regulation variability). Reciprocally, moments with high emotion regulation variability were followed by less emotion differentiation. These negative bidirectional temporal influences were present regardless of the types of variability (intensity or switching) and emotions (positive or negative). Our results prompt the need of further studying the benefits and interplay between emotion differentiation and regulation variability.

show abstract

Is Negative Emotion Differentiation Associated With Emotion Regulation Choice? Investigations at the Person and Day Level

Cited by 9 publications

References 53 publications

[Retracted] Analysis of O2O Teaching Assistant Mode of College English in MOOC Environment

[Retracted] Analysis of O2O Teaching Assistant Mode of College English in MOOC Environment

Emotion regulation patterns: Capturing variability and flexibility in emotion regulation in an experience sampling study

Naming before Taming? Emotion Differentiation and Emotion Regulation Variability Hinder Each Other within Adolescents.

Contact Info

Product

Resources

About