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Why expressive suppression does not pay? Cognitive costs of negative emotion suppression: The mediating role of subjective tense-arousal

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Szczygieł D., Maruszewski T.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 3
336-349
EN
The aim of this paper was to contribute to a broader understanding of the cognitive consequences of expressive suppression. Specifically, we examined whether the deteriorating effect of expressive suppression on cognitive functioning is caused by tense arousal enhanced by suppression. Two experiments were performed in order to test this prediction. In both studies we tested the effect of expressive suppression on working memory, as measured with a backwards digit-span task (Study 1, N = 43) and anagram problem-solving task (Study 2, N = 60). In addition, in Study 2 we tested whether expressive suppression degrades memory of the events that emerged during the period of expressive suppression. Both studies were conducted in a similar design: Participants watched a film clip which evoked negative emotions (i.e. disgust in Study 1 and a combination of sadness and anxiety in Study 2) under the instruction to suppress those negative emotions or (in the control condition) to simply watch the film. The results of these experiments lead to three conclusions. First, the results reveal that expressive suppression degrades memory of the events that emerged during the period of expressive suppression and leads to poorer performance on working memory tasks, as measured with a backwards digit-span task and anagram problem-solving task. Second, the results indicate that expressive suppression leads to a significant increase in subjective tense arousal. Third, the results support our prediction that expressive suppression decreases cognitive performance through its effects on subjective tense arousal. The results of the Study 1 show that tense arousal activated during expressive suppression of disgust fully mediates the negative effect of suppression on working memory as measured with a backwards digit-span task. The results of Study 2 reveal that subjective tense arousal elicited while suppressing sadness and anxiety mediates both the effect of suppression on working memory - as measured with the anagram task - and memory of the events that occurred during the period of suppression.
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Inteligencja emocjonalna i powodzenie szkolne

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Szczygieł D., Kiełkiewicz-Okrzesik J.
Psychologia Rozwojowa
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2005
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vol. 10
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issue 1
PL
Emotional inteligence and school achievmentAccording to popular opinion emotional intelligence (EI) predicts success at school, at work and in relationships as well or better than IQ. However, little research exists to support or refute that claim. This article examines the role of EI in school achievement. The subjects were 58 pupils (25 females and 33 males). School achievement was operationalized in two ways: firstly, as academic success and, secondly, as sociometric measurements of the ability to empathize with others and understand one’s own emotions. Sociometric nominations were completed by schoolmates. EI was measured with a Polish version (Jaworowska, Matczak, 2001) of the Schutte Emotional Intelligence Scale (SEIS: Schutte, Malouff,  Hall, Haggerty, Cooper,  Golden, Dornheim, 1998) and a Polish version (Szczygieł, Kolańczyk, 2001) of the Levels of Emotional Awareness Scale (LEAS: Lane, Quinlan, Schwartz, Walker, Zeitlin, 1990). The SEIS is a measure of perceived EI in terms of individuals’ beliefs about their own emotional abilities. The LEAS is a verbal measure of emotional awareness. General intelligence and personality dimensions were controlled. The results of the study indicated that EI accounts for variance in academic success, and emotional awareness accounts for the number of sociometric nominations concerning empathy and ability to understand one’s own emotions. The research confirmed incremental validity of measures of EI above the level attributable to personality traits.  
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Skala Poziomów Świadomości Emocji. Adaptacja skali Levels of Emotional Awareness Scale Lane’a i Schwartza

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Szczygieł D., Kolańczyk A.
Roczniki Psychologiczne
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2000
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vol. 3
155-179
EN
The paper presents adaptation of Levels of Emotional Awareness Scale (LEAS) created originally by Lane and Schwartz. According to their theory emotional awareness is a type of cognitive processing which undergoes five levels of structural transformation. LEAS is a written, projective instrument that asks subjects to describe her or his anticipated emotions and those of another person in each of 20 scenes described in 2 to 4 sentences. Scoring criteria allow to evaluate the degree of differentiation and integration of the words denoting emotions and the level of emotional awareness of the subject. Adaptation of the scale was conducted with a group of 113 subjects (aged – 19, equal number women and men) and group of 56 women (aged: 35 to 40). In order to establish reliability of the instrument three methods were used: 1) split-half reliability, 2) internal reliability and 3) test – retest reliability. All results obtained are showing high reliability of LEAS – PL. Validity of the scale was evaluated by showing its positive correlation with ALEX–40 (a questionnaire used for a measurement of alexithymia) and negative correlation with two verbal test of WAIS – R PL: Vocabulary and Comprehension. Construct validity was checked by group differences (women and men).
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Choosing between emotion regulation strategies to appear cool, calm, and collected: Does emotional stimulus intensity matter?

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Szczygieł D., Baryła W.
Roczniki Psychologiczne
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2019
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vol. 22
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issue 1
53-71
EN
The present study examined the effect of negative emotional stimulus intensity (low versus high) on the choice of emotion regulation (ER) strategy when a person wants to control their emotional expression, and the impact of this choice on how the information accompanying emotional stimuli is remembered. The effects of emotional stimulus intensity on the choice of ER strategy were examined in two studies. In both studies, the participants (unaware of the differences in the intensity of stimuli) were asked to view images inducing negative emotions of high and low intensity and to choose which strategy (cognitive reappraisal or expressive suppression) they would use in order to control their emotional expression. In addition, in Study 2, the authors tested the memory of the verbal content accompanying the emotional stimuli that appeared during the ER period. As expected, the participants chose reappraisal over suppression when confronted with low-intensity stimuli. In contrast, when confronted with high-intensity stimuli, they chose suppression over reappraisal. The results of Study 2 revealed that memory accuracy was higher for those images that the participants chose to use reappraisal rather than suppression.
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Emotional intelligence as a moderator in the relationship between negative emotions and emotional exhaustion among employees in service sector occupations

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Szczygieł D., Bazińska R.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 2
201-212
EN
Traditionally, most of the research on occupational burnout has focused on organizational stressors, such as workload and time pressure, and has overlooked the emotional nature of customer service work and its effect on burnout. This study was designed to examine the effects of individuals’ affective traits (i.e., dispositional affectivity and emotional intelligence) and affective states (i.e., emotions experienced at work) on burnout. The main hypothesis of this study was that emotional intelligence acts as a moderator in the relationship between negative emotions felt by employees during their interactions with clients and emotional exhaustion. A total of 137 service sector employees rated the extent to which they felt four positive emotions (i.e., contentment, enthusiasm, joy, and liking) and four negative emotions (i.e., irritation, annoyance, antipathy, and anger) while interacting with clients. The results indicated that negative affectivity was signifi cantly associated with higher levels of emotional exhaustion, whereas high positive affectivity showed the reverse pattern. It was also observed that employees who declared greater intensity of negative emotions reported more symptoms of emotional exhaustion. However, as predicted, this effect was observed only among employees who were low in the trait of emotional intelligence. Negative emotions and emotional exhaustion were unrelated among employees who were high in trait emotional intelligence.
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Czy z wiekiem stajemy się bardziej inteligentni emocjonalnie? Przetwarzanie informacji o emocjach w wieku młodzieńczym i średniej dorosłości

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Szczygieł D., Jasielska A.
Psychologia Rozwojowa
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2008
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vol. 13
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issue 1
PL
Age differences in emotional intelligence – are we getting better? Processing of emotional information in adolescence and mature age This study examined relationships between age and the ability to process emotional information. Emotion processing is defined as the ability to organize and represent emotional experience and includes the ability to recognize and label facial expressions of basic emotions, the ability to express emotions, and the ability to regulate the intensity with which emotions are perceived and experienced (Bland, Williams, Scharer, Manning, 2004). The ability to process emotional information is a basic concept of emotional intelligence (Mayer, Caruso, Salovey, 1999). The participants were 77 (37 females and 40 males) in two groups: adolescents (N=38) and middle-aged (N=39). Processing emotional information was measured by Processing of Emotional Information Test (Szczygieł, 2002), based on the theory of cognitive representation of emotion (Maruszewski, Ścigała, 1995). Hypotheses related to age differences, implying that older people process emotional information more accurately than younger was supported in relation to processing of more complex and differentiated material (nonverbal feature). The interpretation of results was performed in reference to the theory of socioemotional selectivity and the concept of postformal thinking. Socioemotional selectivity theory (Carstensen, 1995; Carstensen,Isaacowitz, & Charles, 1999) asserts that changes in the life of older adults result from motivational changes. The concept of postformal thinking assumes a progression in thinking from dualistic or absolutist thought to more subjectively determined modes of thinking in which the relativistic and/or dialectical nature of knowledge is more thoroughly understood (Labouvie-Vief, Diehl, 2000; Kielar-Turska, 2000; Gurba, 2006).
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Psychometric properties of the Polish version of the Trait Emotional Intelligence Questionnaire-Short Form

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Szczygieł D., Jasielska A., Wytykowska A.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 3
447-459
EN
The study was aimed at validating the Polish version of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Our findings confirm the reliability and validity of the scale. With respect to reliability, internal consistency coefficients of the TEIQue-SF were comparable to those obtained using the original English version. The evidence of the validity of the TEIQue-SF came from the pattern of relations with the other self-report measure of EI, personality measures, as well as affective and social correlates. We demonstrated that the TEIQue-SF score correlated positively with scores on the Emotional Intelligence Questionnaire (INTE) (Jaworowska & Matczak, 2001). The TEIQue- SF score correlated negatively with Neuroticism and positively with Extraversion, Openness, Agreeableness, and Conscientiousness. In addition, scores on the TEIQue-SF were related to dispositional affect, i.e., correlated positively with positive affectivity and negatively with negative affectivity. The TEIQue-SF score correlated positively with social competencies as measured with the Social Competencies Questionnaire (Matczak, 2001). We also found that trait EI, as measured with the TEIQue-SF, was positively related to the richness of one’s supportive social network and this relationship remained statistically significant even after controlling for Big Five variance. We also demonstrated that scoring on the TEIQue-SF was positively related to satisfaction with life and negatively related to perceived stress and these relationships remained significant, even after controlling for positive and negative affectivity. Taken together, these findings suggest that the Polish version of the TEIQue-SF is a reliable and valid measure that inherits the network of associations both from the original version of the TEIQue-SF and the full form of the Polish TEIQue (Wytykowska & Petrides, 2007).
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Emotions as individual and social phenomena: Seeking new answers to old questions

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Maruszewski T., Jasielska A., Szczygieł D.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 3
320-325
EN
The paper presents state of art in the area of emotion studies. It is stressed that emotions are multicomponent processes including neural, expression, subjective and social elements. We have tried to show that synchronization and coordination of these elements from elementary through intermediate to the most complex level may be understood in terms of emergent processes. Manifestations of emergence may be observed both in social aspects of emotions, as well as subjective and expression ones. Although the idea of emergent processes was not explicitly used by contributors of this volume, the traces of it are present in their papers.
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Praca emocjonalna w zawodach usługowych – pojęcia, przegląd teorii i badań

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Szczygieł D., Bazińska R., Kadzikowska-Wrzosek R., Retowski S.
Psychologia Społeczna
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2009
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vol. 4
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issue 3(11)
155-166
EN
The topic of emotions in the workplace is beginning to draw attention from researchers and theorists. In many work settings, employees are expected to exert effort in the management of emotions in order to conform to the norms of organizations. This is called emotional labor, a term coined by Hochschild (1983). Emotional labor is the display of expected emotions by service agents during service encounters. The article reviews and compares different ways of conceptualizing emotional labor. The authors have used a variety of definitions, reflecting differences in emphasis: for Ashforth and Humphrey (1993), emotional labor is an observable behavior; for Morris and Feldman (1996), it is a state of emotional dissonance; and for Hochschild (1983) and Grandey (2000), it is a process of emotion regulation (at deep and surface levels). Emotional labor has been widely studied and is of considerable interest in relation to outcomes such as perceived stress, burnout and sense of accomplishment. The article presents research findings concerning consequences of emotional labor for both employees and organizations. In conclusion, some problems and future research directions were put forward.
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