Search results

1

Emotional and attentional predictors of self-regulation in early childhood

100%

Stępień-Nycz M., Rostek I., Byczewska-Konieczny K., Kosno M., Białecka-Pikul M., Białek A.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 3

421-432

EN

The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.

2

Language learners’ emotion regulation and enjoyment in an online collaborative writing program

100%

Zhang Z., Gao X. A., Liu T., Lee C. B.

Studies in Second Language Learning and Teaching

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2022

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vol. 12

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issue 3

459-481

EN

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.

3

“Should I Stay or Should I Go?” Relationships Between Emotion Regulation and Basic Needs Satisfaction of Parents Displaced in Ukraine and Abroad (During the First 6 Months of The Russian Invasion of Ukraine)

100%

Shyroka A., Senyk O., Zavada T., Vons O., Kornadt A.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 1

269-287

EN

Aim. The ability to regulate emotions depends on many factors, but for displaced persons, the satisfaction of basic needs is likely to be among the most important. Therefore, this study aimed at determining the degree of basic needs satisfaction and their relationship with indicators of emotion regulation in parents displaced within Ukraine and abroad due to the Russian invasion of Ukraine in 2022. Methods. The study sample comprised of parents (98% of whom were mothers), aged 18-55, who fled the war from 23 different regions of Ukraine to the safer Ukrainian regions (N = 99) or abroad (N = 241). Participants answered questions about their demographics, basic needs satisfaction, and emotion regulation. Results. There was no significant difference between parents displaced in Ukraine or abroad in access to basic resources, conditions of accommodation, medical care and emotional support, but parents abroad had better access to employment and education of their children. Parents in both groups had positive (refocused on planning, put the situation into perspective) and negative (rumination) strategies of emotion regulation. Parents who had higher level of their basic needs’ satisfaction, scored higher on positive emotion regulation strategies and were less likely to experience emotion regulation difficulties. Conclusion. Basic needs satisfaction can be considered an important protective factor for displaced persons’ emotional regulation. The obtained results allowed drawing of conclusions only about people who were able to participate in the study. The problem of access to a broader target population is discussed.

4

Anodal transcranial direct current stimulation (tDCS) over the left DLPFC improves emotion regulation

100%

Hansenne M., Weets E.

Polish Psychological Bulletin

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2020

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vol. 51

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issue 1

5

Tożsamość a regulacja emocji i wsparcie społeczne w okresie adolescencji

88%

Szymańska D.

Kwartalnik Pedagogiczny

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2016

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vol. 61(1 (239))

139-155

PL

The article presents selected results of research conducted in a group of students – 136 from lower secondary schools and 180 from upper secondary schools in Wielkopolska Voivodeship. Thanks to data clustering analysis, the following identity statuses were identified: carefree diffusion (33%), moratorium (22%), interception (14%) and achievement (31%). Studies indicated a statistically significant correlation between emotion regulation in the range of nonacceptance of emotional responses and limited access to emotion regulation strategies with all identity dimensions. The research analysis also indicated a statistically significant correlation between social support and mainly following identity dimensions: exploration in breadth, exploration in depth and identification with commitment. Statistically significant differences in emotion regulation and social support dimensions were found between participants characterized by individual statuses.

6

Tożsamość a regulacja emocji i wsparcie społeczne w okresie adolescencji

88%

Szymańska D.

Kwartalnik Pedagogiczny

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2016

|

issue 1(239)

139-155

EN

The article presents selected results of research conducted in a group of students – 136 from lower secondary schools and 180 from upper secondary schools in Wielkopolska Voivodeship. Thanks to data clustering analysis, the following identity statuses were identified: carefree diffusion (33%), moratorium (22%), interception (14%) and achievement (31%). Studies indicated a statistically significant correlation between emotion regulation in the range of nonacceptance of emotional responses and limited access to emotion regulation strategies with all identity dimensions. The research analysis also indicated a statistically significant correlation between social support and mainly following identity dimensions: exploration in breadth, exploration in depth and identification with commitment. Statistically significant differences in emotion regulation and social support dimensions were found between participants characterized by individual statuses.

7

Identity status and emotion regulation in adolescence and early adulthood

75%

Jankowski P.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

288-298

EN

The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.

8

Type of social participation and emotion regulation among upper secondary school students

75%

Jankowski P., Rękosiewicz M.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

322-330

EN

The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.

9

Emoční práce a emoční regulace v rodičovství

75%

Daňsová P., Lacinová L., Seryjová Juhová D.

Československá psychologie (Czechoslovak Psychology)

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2021

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vol. 65

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issue 3

222-238

EN

This study introduces the concept of emotional labour, the theoretical underpinnings of its delineation and connections to emotion regulation and brings it into the context of parenthood. Emotional labour was originally described by sociologists in the context of a work environment which requires one to consciously influence one’s emotions when interacting with a customer or a client. The connection of emotional labour with psychological theories of emotion regulation allowed for a better understanding and grasp the mechanisms through which emotional labour can lead to “burning out” or stress. Currently, parents are exposed to a great amount of information about how to “correctly” parent their children, which together with their own idea of a good parent, the influence of their family and close friends as well as other people, creates high demands precisely in the area of experiencing and expressing emotions in their interactions with their children. Today, the parent role approaches that of the job in several aspects. Its demands for emotional labour can be linked to negative impacts on mental health. The concept of emotional labour can be considered to be appropriate for a better understanding of what a parent experiences with the child in mundane situations and how parents handle the emotions. The perspective of emotional labour can therefore bring important information about emotions in parenthood and about the influence of intentionally working with these emotions on the mental functioning of parents even beyond the explanatory confines of emotion regulation. This study also introduces measurement instruments used to capture emotional labour and its dimensions. For future research of emotional labour in parenthood, creating a valid and reliable instrument, which has so far been lacking both in the Czech and international contexts, is a necessity.

CS

Tato studie představuje koncept emoční práce, teoretická východiska jeho vymezení a souvislostí s emoční regulací a uvádí jej nově do kontextu rodičovství. Emoční práce byla původně popsána sociology v pracovním prostředí při výkonu povolání, jehož náplň vyžaduje vědomé ovlivňování projevovaných emocí v interakci se zákazníkem nebo klientem. Propojení emoční práce s psychologickými teoriemi emoční regulace umožnilo lépe uchopit a zkoumat mechanismy, skrze něž může emoční práce vést k vyhoření či stresu. Rodiče jsou v současnosti vystaveni velkému množství informací o „správné“ výchově dětí, což společně s jejich vlastní reprezentací dobrého rodiče, dále vlivem blízkého, ale i širšího okolí na ně klade vysoké nároky právě v oblasti prožívání a vyjadřování emocí v interakci s dětmi. Role rodiče se v dnešní době v určitých aspektech více přibližuje tomu, co lze chápat jako povolání, jehož náročnost na práci s emocemi může souviset s negativními dopady v oblasti psychického zdraví. Koncept emoční práce lze pokládat za vhodný pro bližší porozumění tomu, co rodič v každodenních situacích s dítětem zažívá, jak s emocemi záměrně zachází. Perspektiva emoční práce tak může přinést důležité informace o emocích v rodičovství a o dopadech záměrné práce s nimi na psychické fungování rodičů i nad rámec vysvětlení, které poskytuje užití konceptu emoční regulace. Studie také představila i měřící nástroje používané k zachycení emoční práce a jejích jednotlivých dimenzí. Pro budoucí výzkum emoční práce v kontextu rodičovství je nutnou podmínkou vytvoření validního a reliabilního nástroje, který, a to nejen v českém prostředí, dosud chybí.

10

Emotion regulation strategies and mental health symptoms during COVID-19: the mediating role of insomnia

75%

Mojsa-Kaja J., Ivcevic Z.

International Journal of Occupational Medicine and Environmental Health

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2022

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vol. 36

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issue 1

151-159

EN

Objectives COVID-19 has become a major source of stress for people around the world. Stressful life events play a role in the pathogenesis of sleep disorders such as insomnia which is considered a risk factor for anxiety and depression. Emotion regulation is an important factor linked with sleep and mental health problems. Therefore, the main goal of the present study was to examine whether insomnia could constitute a mediation mechanism that explains the relationship between emotion regulation strategies (rumination, reappraisal, suppression) and stress-induced mental health outcomes during the COVID-19 pandemic. Material and Methods The cross-sectional study was conducted among young (M±SD 24.8±2.24) individuals (N = 281, 85.4% women) during the time of the third wave of infections in Poland. Data were collected by means of selfreport questionnaires, including the Emotion Regulation Questionnaire; Cognitive Emotion Regulation Questionnaire; Athens Insomnia Scale; Depression, Anxiety and Stress Scale. The direct and indirect effects of emotion regulation strategies on depression, anxiety, and stress were calculated using a bootstrap estimation technique. Results All analyzed indirect effects were significant. The results show that insomnia mediates the relationships between all 3 emotion regulation strategies and stress, anxiety and depression. Conclusions The presented results shed the light on the role of insomnia on the relationships between emotion regulation strategies and emotional states experienced during the COVID-19 pandemic. Additionally, the present study suggests that educational and therapeutic interventions aimed at improving emotion regulation might be useful for improving symptoms of insomnia and, through it, symptoms of affective disorders. Int J Occup Med Environ Health. 2023;36(1):151–59

11

Emotion regulation strategies as mediators between resilience to helplessness-depression and flourishing among Syrian refugees in Istanbul – Turkey

75%

Ecer E.

Polish Psychological Bulletin

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2022

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vol. 53

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issue 1

12

Coping with power asymmetries: The dynamics of emotional reactions in (il)legitimate powerless groups

75%

Bukowski M., Rodríguez-Bailón R., de Lemus S., Willis G. B., Jiménez-Moya G., Spears R.

Polish Psychological Bulletin

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2018

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vol. 49

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issue 1

13

Choosing between emotion regulation strategies to appear cool, calm, and collected: Does emotional stimulus intensity matter?

75%

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.

14

Krátká forma škály potíží v regulaci emocí : pilotní studie české verze

63%

Benda J.

E-psychologie (E-psychology)

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2017

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vol. 11

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issue 1

1-15

EN

The purpose of this study was to develop and validate the Czech Version of the Difficulties in Emotion Regulation Scale Short Form (DERS-SF-CZ) and to examine its psychometric properties. The DERS-SF was translated into Czech with a back-translation procedure and then administered through an on-line survey. 364 participants (70 men, 294 women) completed the SCS-CZ, GAD-2 and PHQ-2. The confirmatory factor analysis confirmed the six-factor structure of the DERS-SF-CZ (χ2/df=1,84, SRMR=0.050, RMSEA=0.048, CFI=0.963, TLI=0.953, GFI=0.935). A single higher-order factor model was also confirmed (χ2/df=2,06, SRMR=0.064, RMSEA=0.054, CFI=0.951, TLI=0.942, GFI=0.923). Nevertheless, the awareness factor did not have any effect on the second order factor in this hierarchical model (βaw=0,03 R2aw=0,001). The Cronbach’s alpha coefficients for total DERS-SF-CZ and subscales were as follows: DERS-SF-CZ (α=0,86), awareness (α=0,65), clarity (α=0,72), non-acceptance (α=0,83), goals (α=0,84), impulse (α=0,88), strategies (α=0,80). As expected, the DERS-SF-CZ demonstrated a significant positive correlation with anxiety and depressive symptoms questionnaires. The results support further use of the DERS-SF-CZ in clinical practice and research.

CS

Cílem této pilotní studie bylo vytvořit a validizovat českou verzi krátké formy Škály potíží v regulaci emocí (DERS-SF-CZ) a prověřit její psychometrické vlastnosti. DERS-SF byla nejprve s využitím postupu zpětného překladu přeložena do češtiny a následně byla administrována prostřednictvím webového rozhraní. 364 respondentů (70 mužů, 294 žen) vyplnilo DERS-SF-CZ, GAD-2 a PHQ-2. Konfirmační faktorová analýza potvrdila šestifaktorovou strukturu DERS-SF-CZ (χ2/df=1,84, SRMR=0,050, RMSEA=0,048, CFI=0,963, TLI=0,953, GFI=0,935). Potvrzen byl i model s jedním společným faktorem druhého řádu (χ2/df=2,06, SRMR=0,064, RMSEA=0,054, CFI=0,951, TLI=0,942, GFI=0,923). Faktor uvědomování nicméně neměl v tomto hierarchickém modelu na faktor druhého řádu žádný vliv (βaw=0,03 R2aw=0,001). Hodnoty Cronbachových koeficientů alfa byly u DERS-SF-CZ a jednotlivých subškál následující: DERS-SF-CZ (α=0,86), uvědomování (α=0,65), porozumění (α=0,72), neakceptování (α=0,83), cíle (α=0,84), impulzivita (α=0,88), strategie (α=0,80). Podle očekávání byly zjištěny významné pozitivní korelace DERS-SF-CZ s dotazníky měřícími příznaky úzkosti a deprese. Výsledky podporují další využití DERS-SF-CZ v klinické praxi i výzkumu.

15

Orientacja na działanie a regulacja emocji

63%

Kobylińska D., Marchlewska M.

Psychologia-Etologia-Genetyka

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2016

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vol. 34

25-42

PL

Celem dwuetapowego badania było sprawdzenie: (1) związków pomiędzy orientacją na działanie a stosowaniem dwóch strategii regulacji emocji: poznawczego przeformułowania i tłumienia; (2) związku orientacji na działanie z tonem hedonistycznym po konfrontacji z bodźcem wzbudzającym negatywny stan emocjonalny. Ponadto w drugim etapie badania uwzględniono dodatkową zmienną moderującą: eksperymentalne wzbudzenie strategii regulacji emocji tłumienia vs. przeformułowania. Do pomiaru badanych zmiennych w grupie studentów (kobiet i mężczyzn) użyto Kwestionariusza regulacji emocji Grossa i Johna, Skali kontroli działania Kuhla oraz Przymiotnikowej skali nastroju Matthewsa Jonesa i Chamberlaina. Otrzymane wyniki wskazują, że orientacja na działanie koreluje pozytywnie ze skłonnością do stosowania poznawczego przeformułowania. Ponadto, w sytuacji wymagającej regulacji emocji (wzbudzającej stan negatywny), orientacja na działanie okazała się pozytywnym predyktorem tonu hedonistycznego. Zmienna ta nie była jednak istotnie związana z tonem hedonistycznym, gdy respondenci zostali poproszeni o stosowanie strategii tłumienia.

EN

The aim of our 2-stage study was to test: 1) the relationships between action orientation and two emotion regulation strategies: reappraisal and suppression, 2) the relationship between action orientation and hedonic tone after negative emotional state induction. In a second stage of the study there was an additional moderating variable: experimental activation of either reappraisal or suppression. To measure the variables in a group of students (men and women), we used the Polish versions of Gross and John’s Emotion Regulation Questionnaire, Kuhl’s Action Control Scale, and Matthews, Jones and Chamberlain’s Mood Adjective Checklist. The results indicate that action orientation is positively related to habitual use of reappraisal. Moreover, in a situation requiring emotion regulation (eliciting a negative state), action orientation turned out to be a positive predictor of hedonic tone. Further analysis, however, indicated that action orientation was not significantly related to hedonic tone when participants were instructed to suppress.

16

Psychometrické charakteristiky krátké české verze Dotazníku pěti aspektů všímavosti (FFMQ-15-CZ)

63%

Kořínek D., Benda J., Žitník J.

Československá psychologie (Czechoslovak Psychology)

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2019

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vol. 63

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issue 1

55-70

EN

Objectives. The purpose of this study was to validate the Czech version of the 15-item Five Facet Mindfulness Questionnaire (FFMQ-15-CZ) and to examine its psychometric properties. Sample and setting. Two separate Czech samples were used. In Survey 1, the FFMQ was translated into Czech and then administered through an on-line survey. 2806 participants (sample 1) completed the FFMQ-CZ and the SWLS. In Survey 2, 279 participants (sample 2) completed the FFMQ-15-CZ, the SCS-CZ, the TOSCA-3, the GAD-7 and the PHQ-9. Statistical analysis. Using IBM SPSS Statistics- 23 and Amos-23, calculations of descriptive statistics, Cronbach’s alpha, Pearson correlation coefficients, test-retest analysis and confirmatory factor analysis were performed. Results. The confirmatory factor analysis (sample 1 and 2) confirmed the five-factor structure of FFMQ-15-CZ. A single higher-order factor model was then also confirmed. The Cronbach’s alpha coefficients for total FFMQ-15-CZ and subscales in survey 1/2 were as follows: FFMQ-15-CZ (α = 0,77/0,78), nonreactivity to inner experience (α = 0,69/0,65), observing (α = 0,64/0,52), acting with awareness (α = 0,71/0,69), describing (α = 0,83/0,79), nonjudging of inner experience (α = 0,79/0,78). As expected, in Survey 1 and 2, the FFMQ-15-CZ exhibited a significant positive correlation to measures of life satisfaction and self-compassion and a significant negative correlation to measures of shame-proneness, difficulties in emotion regulation, symptoms of anxiety and symptoms of depression. Study limitation. The samples used in this study were not representative of the general Czech population. In the future, it would be useful to further examine the psychometric properties of the FFMQ-15-CZ in a representative sample of the Czech population, in a sample of experienced meditators as well as in various clinical samples.

17

Attachment styles and emotion regulation in students of pedagogical and non-pedagogical studies

63%

Prosen S., Smrtnik Vitulić H.

Československá psychologie (Czechoslovak Psychology)

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2018

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vol. 62

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issue 4

382-395

EN

In the present study, the attachment styles and the use of selected emotion regulation (ER) strategies among pedagogical students of primary education (n=116) and preschool education (n=72), as well as non-pedagogical students of biology (n=128) were analysed. The study explores how the specific groups of students applied different attachment styles and used selected ER strategies, and whether there were any differences between the groups. The results demonstrate the predominance of secure attachment in all three groups of students and the lower occurrence of insecure attachment styles. A dismissing attachment style was significantly more present in biology students than in the two groups of pedagogical students. All three student groups self-assessed their use of various ER strategies, reporting the most frequent use of situation selection, situation modification and social support seeking, while substance use was almost never used. There were some significant differences between the student groups with regard to ER strategy use: preschool education students use experiential response modulation more than biology students, and both groups of pedagogical students use attentional deployment and social support more than students of biology.

CS

Ve studii byly zkoumány styly attachmentu a využívání vybraných strategií emoční regulace u studentů těchto pedagogických oborů: základní vzdělávání (n = 116), předškolní vzdělávání (n = 72) a nepedagogického oboru biologie (n = 128). Studie se zabývala tím, jak specifické skupiny studentů používají různé styly attachmentu a vybrané strategie emoční regulace, a zda existují nějaké rozdíly mezi zkoumanými skupinami. Výsledky ukázaly převahu bezpečného attachmentu u všech tří skupin studentů a nízký výskyt nejistých stylů attachmentu. Zavrhující styl attachmentu byl významně častější u studentů biologie než u dvou skupin studentů pedagogických oborů. Všechny tří skupiny studentů hodnotily své užívání různých strategií emoční regulace a udávaly nejčastější používání výběru situace, modifikace situace a hledání sociální opory, zatímco téměř nikdy nepoužívaly nějaké povzbuzující látky. Byly zjištěny některé významné rozdíly mezi skupinami studentů, pokud jde o užívání strategií emoční regulace: studenti předškolního vzdělávání užívali modulaci založenou na zkušenosti více než studenti biologie a obě skupiny studentů pedagogických oborů užívali nasazení pozornosti a sociální oporu více než studenti biologie.

18

Wybrane cechy osobowości a dysfunkcjonalna regulacja emocji jako czynnik ryzyka nadciśnienia tętniczego

63%

Larionov P., Izdebski P.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2020

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vol. 33

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issue 2

EN

The article presents a review of research on the role of stress, selected psychological factors and dysfunctional emotion regulation on the development of arterial hypertension (AH). According to the psychogenic views on the etiology of AH, dysfunctional emotion regulation plays a key role in the pathogenesis of AH and is its risk factor. The most characteristic psychological traits of patients with AH are anxiety, some dimensions of alexithymia, non-adaptive coping with stress, suppressed emotions, rigid attitudes towards oneself and the world. Dysfunctional emotion regulation is expressed in the inability to quickly regain emotional balance and more intense emotional experience of significant situations in patients with AH. It was indicated that the study of personality traits of patients with AH is contradictory and the isolated study of personality traits without taking into account their relationship with other phenomena of a somatic or psychological nature is of little importance to understand the pathogenetic mechanisms of AH development. Some reflections on spiritual health and its relationship with the AH were presented. Also, methods of further research on the emotion regulation in people with AH have been proposed, which should be carried out from the perspective of unity “biological predisposition – personality – situationˮ.

PL

W artykule przedstawiono przegląd badań o roli stresu, wybranych czynników psychologicznych i dysfunkcjonalnej regulacji emocji w rozwoju nadciśnienia tętniczego (NT). Zgodnie z psychogennymi poglądami na etiologię NT dysfunkcjonalna regulacja emocji odgrywa kluczową rolę w patogenezie NT i jest jego czynnikiem ryzyka. Najbardziej charakterystycznymi cechami psychologicznymi chorych na NT są: lęk, niektóre wymiary aleksytymii, nieadaptacyjny charakter reakcji na sytuacje stresujące, tłumione emocje, sztywne postawy wobec siebie i świata. Dysfunkcjonalna regulacja emocji wyraża się w niezdolności do szybkiego odzyskiwania równowagi emocjonalnej i bardziej intensywnym przeżywaniu emocjonalnym przez chorych na NT znaczących dla nich sytuacji. Wskazano, że badania cech osobowości chorych na NT są sprzeczne, a izolowane badanie cech osobowości bez uwzględnienia ich związku z innymi zjawiskami o charakterze somatycznym lub psychicznym ma niewielkie znaczenie w celu zrozumienia patogenetycznych mechanizmów rozwoju NT. Przedstawiono też pewne refleksje na temat zdrowia duchowego i jego związku z NT. Ponadto zaproponowano sposoby dalszych badań nad regulacją emocji u osób z NT, które należy przeprowadzić z perspektywy jedności „predyspozycja biologiczna – osobowość – sytuacja”.

19

Zarządzanie emocjami? Funkcje zarządzające a rozwój emocjonalny

63%

Stępień-Nycz M.

Psychologia Rozwojowa

|

2013

|

vol. 18

|

issue 4

29–46

EN

Recent interest in the executive functions has resulted in intensive research on the relation between these and other aspects of functioning, especially language and theory of mind. However, there are relatively few studies of the relation between the executive functions and emotional development, despite the fact that the executive functions are supposed to regulate not only thoughts and behaviour but also emotions (Best et al. 2009). The paper presents a review of research on the relations between the executive functions and two aspects of the emotional development: emotion regulation and emotion understanding. The emotion regulation seems to be closely connected with the executive functions; in some contexts, these two constructs become undistinguishable, especially where the hot executive functions are concerned (Zelazo & Cunningham 2007). As we consider the cool aspect of the executive functions, research suggests that inhibition and cognitive flexibility may play a role in the emotion regulation. Similarly, inhibition and cognitive flexibility, together with working memory, seem to be related to the emotion understanding. Finally, the paper quotes results suggesting a modifying influence of emotions on the executive functioning. Analysis of the mutual relations between the executive functioning and the emotional development has helped to elaborate the model of the relations between the control and the understanding in the domains of cognition and emotions (Leerkes et al. 2008).

20

Stabilność cech Wielkiej Piątki i regulacji emocji w zaburzeniach psychotycznych i afektywnych

63%

Barańczuk U.

Psychologia-Etologia-Genetyka

|

2016

|

vol. 33

17-32

PL

Celem pracy była ocena wpływu cech w ujęciu pięcioczynnikowego modelu osobowości na regulację emocji w zaburzeniach psychotycznych i afektywnych poprzez analizę istniejących wyników badań. Z zaprezentowanych badań wynika, że osoby cierpiące na zaburzenia psychotyczne i afektywne różnią się od osób z grup nieklinicznych (kontrolnych) nasileniem cech osobowości oraz zdolnością do efektywnej regulacji emocji. Dodatkowo zauważono, że większa zmienność objawów chorobowych istotnie wpływa na mniejszą stabilność cech osobowości, co może z kolei zwrotnie wpływać na zdolność do adaptacyjnej i dezadaptacyjnej regulacji emocji. Wyniki te implikują konieczność określenia czynników sprzyjających i zapobiegających zmienności cech osobowości i regulacji emocji w przebiegu procesu chorobowego

EN

The aim of the present study was to evaluate the impact of Big Five personality traits on emotion regulation in psychotic and affective disorders by review of the existing literature. The findings of this review presented that persons suffering from psychotic and affective disorders differ from nonclinical individuals (controls) on personality traits and emotion regulation. Additionally, greater fluctuation of the symptoms was associated with lower personality stability, which can, in turn, impact adaptive and maladaptive emotion regulation. Future research is needed to fully explain, which factors may exacerbate and prevent personality traits and emotion regulation from changing in a group of persons suffering from mental disorder.

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