On Emotion Regulation Strategies and Well-Being: The Role of Passion

St-Louis, Ariane C.; Rapaport, Maylys; Poirier, Léandre Chénard; Vallerand, Robert J.; Dandeneau, Stéphane

doi:10.1007/s10902-020-00296-8

Cited by 36 publications

(27 citation statements)

References 67 publications

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“…In this study, we controlled for gender (male = 0, female = 1), university classification (“985 Project” university = 0, regular university = 1), major (science = major 1, engineering = major 2), and grade (grade 1 = 1, grade 2 = 2, grade 3 = 3, grade 4 = 4). Moreover, because of the self-report design and previous suggestions (St-Louis et al, 2020 ), we used four items of the social desirability scale developed by Reynolds ( 1982 ) to control for social desirability in this study; a sample item was “I have never intensely disliked anyone.” Cronbach's α for social desirability was 0.71.…”

Section: Methodsmentioning

confidence: 99%

How Does Dualistic Passion Fuel Academic Thriving? A Joint Moderated–Mediating Model

Zhou

2021

Front. Psychol.

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Based on the dualistic model of passion, this study developed a joint moderated–mediating model to investigate the mechanism of dualistic passion on academic thriving. We surveyed 960 Chinese university students with a questionnaire. The results showed that harmonious and obsessive passion positively predicted academic thriving, with the effect of harmonious passion being stronger. Academic personal best goal mediated these relationships. Moreover, threat stress appraisal and academic workload jointly moderated the direct effects of harmonious passion on academic personal best goal and obsessive passion on academic personal best goal, and the first stage of the mediating effects of academic personal best goal between harmonious passion and academic thriving as well as obsessive passion and academic thriving. Specifically, for low–threat stress appraisal and academic workload, the direct effect of harmonious passion on academic personal best goal and the mediating effect of academic personal best goal were stronger. Meanwhile, for high–threat stress appraisal and academic workload, the same applied for obsessive passion. These findings provide important implications for educational practice by highlighting an underlying mechanism of how and when dualistic passion, particularly for obsessive passion, can initiate and maintain academic thriving.

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Section: Methodsmentioning

confidence: 99%

How Does Dualistic Passion Fuel Academic Thriving? A Joint Moderated–Mediating Model

Zhou

2021

Front. Psychol.

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“…Second, this research showed that not all athletes savor to the same extent. Building on research studying how passionate individuals cope with and regulate their negative emotional experiences (e.g., St-Louis et al, 2020), this research showed that passion also matters when predicting how athletes regulate their positive emotional experiences during good times.…”

Section: Savoring Sportmentioning

confidence: 96%

Savoring Sport: Connections With Athlete Passion and Burnout

Schellenberg

Verner‐Filion

Gaudreau

2022

Journal of Clinical Sport Psychology

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Athletes can respond to positive experiences in sport by engaging in savoring—that is, by attempting to prolong or amplify their positive feelings. In this research, the authors tested if savoring was predicted by levels of harmonious or obsessive passion for sport and if savoring was associated with symptoms of burnout. In Study 1 (n = 499), the authors found that savoring was positively associated with harmonious passion and negatively associated with obsessive passion. In addition, savoring predicted lower levels of burnout and played an indirect role in the relationship between both passion types and burnout. The authors replicated these findings in Study 2 (n = 298), with collegiate-level athletes, prospectively, over the course of a season. Overall, athletes with strong levels of harmonious passion appear to be most likely to engage in savoring, a response that may protect them from experiencing higher levels of burnout.

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“…Reappraisal is expected to promote well-being because one of its main functions is to diminish the perception of adversity early in the emotion process [ 41 , 42 , 46 ]. In general, reappraisal is more positively associated with well-being than suppression [ 41 , 47 , 48 ].…”

Section: Literature Reviewmentioning

confidence: 99%

A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

Zheng

Dan

et al. 2022

IJERPH

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The position of school principal is emotionally demanding. Principals’ occupational well-being (OWB) can be influenced by their emotional work characteristics, and their emotional regulation plays a critical role. Based on the job demands–resources (JD-R) model, this study investigated the relationships between kindergarten principals’ OWB and its complex antecedents. Specifically, the study examined the influences among emotional job demands and trust in colleagues on kindergarten principals’ OWB factors (job satisfaction and emotional exhaustion), with a particular focus on the role of their emotion regulation strategies. Through an investigation of 618 kindergarten principals in China, the results showed that emotional job demands and trust in colleagues had different influences on principals’ OWB dimensions. Emotional job demands can enhance both principals’ suppression and reappraisal strategies, and trust in colleagues functions as an interpersonal resource for reappraisal. Principals’ emotion regulation strategies mediated the influence of work characteristics on OWB. Reappraisal is an important personal resource that can buffer the influence of work demands on OWB. The results may extend our understanding of principals’ emotional work. The implications on principals’ work and emotion regulation were further discussed.

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On Emotion Regulation Strategies and Well-Being: The Role of Passion

Cited by 36 publications

References 67 publications

How Does Dualistic Passion Fuel Academic Thriving? A Joint Moderated–Mediating Model

How Does Dualistic Passion Fuel Academic Thriving? A Joint Moderated–Mediating Model

Savoring Sport: Connections With Athlete Passion and Burnout

A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

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