The role of individual differences in emotion regulation efficacy

Emotion regulation (ER) helps to maintain mental health and achieve optimal functioning. Whether people benefit from various ER strategies may depend on individual difference variables. A sample of undergraduates (N = 378, M_age = 18.6) underwent a negative emotion induction and then were assigned to learn about and perform an ER strategy (cognitive reappraisal, acceptance, or distraction). We tested whether individual differences (cognitive restructuring skills, need for cognition, mindfulness, and experiential avoidance) moderated the efficacy of ER (i.e., decreased negative emotion from before to after applying the strategy). Experientially avoidant individuals had less efficacy in applying the acceptance strategy, compared to the cognitive reappraisal and distraction strategies. Motivation and perceived ability to use each strategy were examined as mediators.     

Motor control accuracy: a consequential probe of individual differences in emotion regulation

Two studies (total N = 147) sought to model emotion-regulation processes in cognitive-motoric terms. Hostile or nonhostile thoughts were primed and, immediately following, individuals held a joystick as accurately as possible on a presented visual target. Study 1 revealed that the activation of hostile thoughts impaired motor control at low levels of agreeableness but facilitated motor control at high levels of agreeableness, consistent with emotion-regulation views of this trait. Study 2 did not assess the trait of agreeableness but rather sought to determine whether better motor control following activated hostile thoughts would predict lesser reactivity to stressors in an experience-sampling protocol. It did, and relevant results are reported for daily anger, negative affect, and positive affect. In addition, and consistent with the agreeableness findings of Study 1, better motor control that follows hostile thoughts predicted greater empathy on high-stress days. Motor control probes of the present type thus appear consequential in understanding emotion-regulation processes and successes in emotion regulation.     

Happiness as a belief system: individual differences and priming in emotion judgments

Three studies involving 104 undergraduates sought to examine how an individual's level of life satisfaction organizes their knowledge concerning the self's emotions. Participants judged the self's positive and negative emotions within a computerized task. Key results sought to determine whether judging two positive emotions in a consecutive sequence speeds the second judgment--a pattern of priming that would suggest a tighter, more interconnected structure in semantic memory related to one's positive emotions. As expected, individual differences in life satisfaction predicted the magnitude of this priming effect (Studies 1 & 2), which appeared to be unique to judgments of the self's emotions (Study 3). The results indicate that happy, relative to less happy, individuals organize information concerning their positive emotions in a qualitatively different and tighter semantic manner.     

Mood specific media use and emotion regulation: Patterns and individual differences

The present study examines moods in which individuals are most likely to utilize various forms of entertainment media and the emotion regulation tendencies that are associated with such preferences. Results of a questionnaire study (n = 229) show that mood specific media use may be captured by three factors: turning to media in a positive mood, in a negative mood or in a bored mood. Findings also show that various forms of difficulty regulating emotion (e.g., feeling out of control when upset) predict media use in negative or bored moods only. More specific analyses show that music use in negative moods is predicted by both positive indices (e.g., reflection tendencies) and negative indices of emotion regulation (e.g., rumination tendencies), while television use in negative moods is only predicted by negative indices of emotion regulation. Results are discussed in light of the psychological needs that selective media use may serve.     

Risk preferences in young children: early evidence of individual differences in reaction to potential gains and losses

New methods were developed for studying risky decision making in children as young as age five. Each child was given a block of ‘gain’ trials, for example, a choice between a sure gain of one prize and a 50:50 chance of gaining either two prizes or no prize, and a block of ‘loss’ trials, for example, a choice between a sure loss of one prize and a 50:50 chance of losing either two prizes or no prize. We were thus able to compare risky choice for gains and losses at the level of the individual child. In each of two experiments a variety of individual difference variables were measured, including in Experiment 2, the child's parent's scores on the same task. Across experiments, the preponderance of choices was of the risky option. However, most children and adults made more risky choices in the domain of losses than in the domain of gains. Predictors of individual differences in children included shyness, impulsivity, and the risk taking of the child's parent. We suggest that methods are now in place to encourage further studies of decision processes in young children. Copyright © 2003 John Wiley & Sons, Ltd.     

Longitudinal change and longitudinal stability of individual differences in children's emotion understanding

Individual differences in children's emotion understanding have been intensively investigated during the past decade. Theses studies suggest that individual differences emerge quite early, are present among both preschool and school-aged children, are not restricted to the understanding of some specific components of emotions, correlate with other characteristics of the individual and his or her social network, and may persist even after an intervention programme. However, because few of these studies had a longitudinal design we know little about change and stability in these individual differences especially among school-aged children when several components of emotion understanding, both simple and complex, are assessed. Therefore, the two aims of the present study were to examine both change and stability in individual differences among school-aged children in their understanding of several components of emotion. For this purpose, 42 children aged 7, 9, and 11 years at Time I were retested 13 months later at Time II on several components of emotion understanding, both simple and complex, with the Test of Emotion Comprehension (TEC). The results show that: (1) The two younger age groups clearly improved their overall level of emotion understanding; (2) this improvement was not equally distributed across the different components of emotion understanding; (3) individual differences in the overall level of emotion understanding were very stable, with overall level at Time I being a good predictor of overall level at Time 2; and (4) this stability was observable for both simple and complex components of emotion understanding.     

Functional brain mapping of extraversion and neuroticism: learning from individual differences in emotion processing

This review outlines how functional brain imaging, using an individual-differences approach in the processing of emotional stimuli, has begun to reveal the neural basis of extraversion (E) and neuroticism (N), two traits that are linked to both emotion and health. Studies using functional magnetic resonance imaging have shown that individual differences in participants' E and N scores are correlated with individual differences in brain activation in specific brain regions that are engaged during cognitive-affective tasks. Imaging studies using genotyped participants have begun to address the molecular mechanisms that may underlie these individual differences. The multidisciplinary integration of brain imaging and molecular genetic methods offers an exciting and novel approach for investigators who seek to uncover the biological mechanisms by which personality and health are interrelated.     

The fit between emotion regulation choice and individual resources is associated with adaptive functioning among young children

Being able to resist temptation at a young age is crucial for successful functioning yet it can be challenging. According to the Selection, Optimization, and Compensation with Emotion Regulation (SOC-ER) framework, one central element of successful functioning is selection which involves choosing among regulatory options whose resource requirements fits with the amount of available resources an individual possesses. Although conceptually important, direct empirical evidence is lacking. Accordingly, the present study utilised performance based measures to examine the interactive effect of regulatory selection to resist temptation, and individual differences in executive resources, on functioning in young children. Specifically, 39 first grade children that varied in executive resources (working memory capacity, WMC), selected between two major regulatory strategies (reappraisal and distraction) to resist temptation, that varied in their resource demands, and were evaluated on successful functioning (via questionnaires completed by parents, that assess daily-life behaviours requiring executive functioning). Supporting SOC-ER predictions, we found that among children with low (but not high) WMC, choosing the less effortful distraction regulatory strategy was associated with adaptive functioning. Additionally, regulatory choice preferences previously obtained with adults were extended to children. Broad implications are discussed.     

Age differences in the organization of emotion knowledge: effects involving valence and time frame

Older and younger adults attend to and remember emotion information differently. The present study builds on this work by investigating age-related differences in the schematic organization of emotion knowledge. Younger and older adults reported on their experiences of positive and negative affect, both today and in general. Of primary interest was judgment speed as a function of matches (e.g., positive-positive) or mismatches (e.g., negative-positive) in valence and time frame across consecutive trials. Older adults exhibited stronger valence-related priming effects and weaker time-frame-related priming effects, relative to younger adults. Results remained significant when controlling for individual differences in speed, speed variability, motor priming, temperament, and life satisfaction. The discussion focuses on the manner in which age differences in the schematic organization of emotion knowledge might contribute to age differences in the self-concept, affective processing, and emotional experience.     

Adults' emotional states and recognition of emotion in young children

This study addressed the degree to which adults' emotional states influence their perception of emotional states in children and their motivation to change such states. Happiness, sadness, anger, or a neutral state was induced in adults, who then viewed slides of 4-year-old children who were actually experiencing various emotional states. Adults' own emotional states had little impact on their accurate recognition of children's emotions or on their motives for social action to change such emotions. However, adults' states did influence the intensity they assigned to children's emotions, with happy adults tending to rate some emotions as more intense for black children (sadness) and for girls (anger and neutrality). The base rates with which adults used different emotion labels also influenced judgments, increasing it for the recognition of happiness and reducing it for anger. The results are discussed in terms of the factors that influence whether or not emotional states affect judgment processes and the role of emotion labels in the effective recognition of ongoing emotional states. Also addressed is the consequence of adults' recognition of emotion in children for the effective socialization of emotion.     

Changing emotion dynamics: individual differences in the effect of anticipatory social stress on emotional inertia

Emotional inertia-the degree to which people's feelings carry over from one moment to the next-is an important property of the temporal dynamics of emotions. Thus far, emotional inertia has only been examined as a stable, trait-like characteristic. However, internal or external events (e.g., stress) may trigger changes in people's emotion dynamics, particularly among individuals with heightened sensitivity to such events. The current study investigated how emotional inertia is influenced by the anticipation of social stress, and how this effect is moderated by individual differences in depression, self-esteem, and fear of negative evaluation. We measured participants' (n = 71) emotional inertia in daily life using experience sampling before and after experimentally manipulating anticipatory social stress. Consistent with previous research, psychological maladjustment was associated with higher emotional inertia during "normal" daily life. However, when anticipating a socially stressful event, levels of emotional inertia dropped, particularly among participants scoring high on depression and fear of negative evaluation and low on self-esteem. These results demonstrate that emotion dynamics can vary as a function of contextual factors and identify moderators of such variation.     

Resilient children: individual differences in developmental outcome of children born to drug abusers.

Since 1977, we have been following the neurobehavioral development of two groups of children: a group born to women on methadone maintenance and a drug-free comparison group. This study used the data on the children evaluated at 36 months of age to determine whether distinct patterns of developmental outcome can be identified, and which medical, familial, or environmental characteristics are associated with developmental differences. The children were clustered on four measures at 36 months: head circumference percentile, Merrill-Palmer Scale score, neurological evaluation, and referrals for developmental problems. Three distinct clusters emerged, with methadone children disproportionately frequent in Cluster 3, the group showing the poorest development. Comparisons of the clusters on a wide range of variables revealed consistent differences between Cluster 1 and Cluster 3 children in maternal responsiveness and incidence of neglect and family violence. These findings indicate that distinct developmental patterns do occur within this predominantly lower-class ghetto population; further, that children born to methadone-maintained women are more likely to show poor development. However, when the environment provides nurturance and stability, methadone children can show resilience and develop well.     

Sex differences in parental directives to young children

This study investigated how children learn sex-associated strategies for requesting action. We compared the directives which mothers and fathers address to their 2 1/2- to 5-year-old children. Ten children, 5 boys and 5 girls, engaged separately with each parent in a construction task. Fathers produced more directives than mothers and tended to phrase them as imperatives (e.g., Put the screw in) or as highly indirect “hints” (e.g., The wheel's going to fall off) more often than mothers, who relied more on relatively transparent indirect forms (e.g., Can you put the screw in?). There were no differences in the form of the directives addressed to girls and boys, nor were there any cross-sex effects. Parental modeling, rather than differential socialization of girls and boys, appears to be the mechanism by which children learn to request action in sex-associated ways.     

Healthy and unhealthy emotion regulation: personality processes, individual differences, and life span development

Abstract Individuals regulate their emotions in a wide variety of ways. Are some forms of emotion regulation healthier than others? We focus on two commonly used emotion regulation strategies: reappraisal (changing the way one thinks about a potentially emotion‐eliciting event) and suppression (changing the way one responds behaviorally to an emotion‐eliciting event). In the first section, we review experimental findings showing that reappraisal has a healthier profile of short‐term affective, cognitive, and social consequences than suppression. In the second section, we review individual‐difference findings, which show that using reappraisal to regulate emotions is associated with healthier patterns of affect, social functioning, and well‐being than is using suppression. In the third section, we consider issues in the development of reappraisal and suppression and provide new evidence for a normative shift toward an increasingly healthy emotion regulation profile during adulthood (i.e., increases in the use of reappraisal and decreases in the use of suppression).     

Multifaceted emotion regulation,stress and affect in mothers of young children

We tested a novel multi-component emotion self-regulation construct that captured physiological (vagal tone), cognitive (reappraisal) and temperament (effortful control) aspects of emotion regulation (ER) as a moderator of the link between more stressors and greater negative/less positive affectivity (NA and PA). A socio-economically diverse sample of 151 women with young children completed questionnaires and a laboratory visit (including cognitive and parent–child interaction tasks and vagal tone measurement). Women with more stressors had more NA and less PA. Furthermore, for NA only, having more stressors was substantially associated with NA but only among women with the lowest ER. This pattern was evident for the composite as well as individual indicators of ER. Results were not attributable to individual differences in executive function. Findings are discussed in light of the diathesis-stress model of stress and coping.     

Antecedents of young adults' materialistic values

Given the adverse effects of materialism on consumer well‐being, the present study integrates various theoretical frameworks within the life course paradigm to assess the effects of earlier‐in‐life experiences on young Greek adults' materialistic values. Findings from a sample of 285 young adults suggest that disruptive family incidents in early life affect the development of materialistic values, while peers have no discernible influence. Disruptive family settings appear to impair socio‐economic status and self‐esteem, but young Greek adults with impaired self‐esteem are not more materialistic. A family communication environment that places emphasis on autonomy and individual achievement appears to promote the importance of materialism, while a family communication setting that encourages compliance instead of self‐direction appears to deter the development of such orientations. Copyright © 2014 John Wiley & Sons, Ltd.