scholarly journals Cortisol promotes the cognitive regulation of high intensive emotions independent of timing

2021 ◽  
Author(s):  
Katja Langer ◽  
Valerie L. Jentsch ◽  
Oliver T. Wolf
Keyword(s):  
Cognitive Regulation

Motives for Social Isolation Following a Negative Emotional Episode

2018 ◽  
Vol 77 (3) ◽  
pp. 127-131
Author(s):  
Gérald Delelis ◽  
Véronique Christophe
Keyword(s):  
Social Isolation ◽  
Social Affiliation ◽  
Semantic Categorization ◽  
Future Studies ◽  
Cognitive Regulation ◽  
Emotional Event ◽  
Regulation Strategies ◽  
Emotional Events

Abstract. After experiencing an emotional event, people either seek out others’ presence (social affiliation) or avoid others’ presence (social isolation). The determinants and effects of social affiliation are now well-known, but social psychologists have not yet thoroughly studied social isolation. This study aims to ascertain which motives and corresponding regulation strategies participants report for social isolation following negative emotional events. A group of 96 participants retrieved from memory an actual negative event that led them to temporarily socially isolate themselves and freely listed up to 10 motives for social isolation. Through semantic categorization of the 423 motives reported by the participants, we found that “cognitive clarification” and “keeping one’s distance” – that is, the need for cognitive regulation and the refusal of socioaffective regulation, respectively – were the most commonly and quickly reported motives for social isolation. We discuss the findings in terms of ideas for future studies aimed at clarifying the role of social isolation in health situations.

scholarly journals Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

2021 ◽  
Vol 13 (12) ◽  
pp. 6946
Author(s):  
Mercedes Cuevas López ◽  
Inmaculada Ávalos Ruiz ◽  
Emilio Jesús Lizarte Simón
Keyword(s):  
Online Learning ◽  
University Students ◽  
Emotional Regulation ◽  
Adaptive Strategies ◽  
The Other ◽  
Housing Conditions ◽  
Gran Canaria ◽  
Self Blame ◽  
Cognitive Regulation ◽  
Spanish Universities

Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

scholarly journals Rate of speech and emotional-cognitive regulation in the psychotherapeutic process: a pilot study

2016 ◽  
Vol 19 (2) ◽  
Author(s):  
Marco Tonti ◽  
Omar C.G. Gelo
Keyword(s):  
Psychodynamic Psychotherapy ◽  
Change Processes ◽  
Single Session ◽  
Cognitive Regulation ◽  
Future Developments ◽  
Session Change ◽  
Psychotherapy Session ◽  
Rate Of Speech ◽  
Reliable Marker ◽  
The Relationship

This study investigates the relationship between a client’s rate of speech (ROS) and emotional-cognitive regulation during a psychotherapy session. The ROS was measured in words per second on the timed transcript of a single session of psychodynamic psychotherapy. Emotional-cognitive regulation was assessed using the therapeutic cycles model on emotional tone (ET), abstraction (AB), and their combination in emotion-abstraction patterns (EAPs). The results were mostly consistent with our hypotheses and showed that: i) the ROS negatively correlated with the conjoined ET and AB; and ii) the ROS in the connecting EAP (high ET and high AB) was significantly lower than in other EAPs. The results support the hypothesis that a significant reduction in the client’s ROS may be a reliable marker of in-session change processes. Clinical implications and future developments are discussed.

Cognitive Regulation Scale

2011 ◽  
Author(s):  
Gillian B. Yeo ◽  
Elisha R. Frederiks
Keyword(s):  
Cognitive Regulation

scholarly journals Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

2019 ◽  
Vol 25 (3) ◽  
pp. 1785-1802 ◽  
Author(s):  
Muhterem Dindar ◽  
Jonna Malmberg ◽  
Sanna Järvelä ◽  
Eetu Haataja ◽  
Paul A. Kirschner
Keyword(s):  
Academic Achievement ◽  
Electrodermal Activity ◽  
Learning Processes ◽  
Self Report ◽  
Self Regulated Learning ◽  
Cognitive Regulation ◽  
Physiological Synchrony ◽  
Regulated Learning ◽  
Report Data ◽  
Self Report Data

AbstractThis study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

Cognitive Emotion Regulation Questionnaire (CERQ)

2006 ◽  
Vol 22 (2) ◽  
pp. 126-131 ◽  
Author(s):  
Françoise Jermann ◽  
Martial Van der Linden ◽  
Mathieu d'Acremont ◽  
Ariane Zermatten
Keyword(s):  
Emotion Regulation ◽  
Factor Model ◽  
Cognitive Emotion Regulation ◽  
Internal Reliability ◽  
Confirmatory Factor Analyses ◽  
French Version ◽  
Self Blame ◽  
Cognitive Regulation ◽  
Confirmatory Factor ◽  
Regulation Strategies

The main purpose of this study was to validate a French version of the Cognitive Emotion Regulation Questionnaire (CERQ). A sample of 224 young adults completed the French translation of the CERQ and the Beck Depression Inventory II. Exploratory and confirmatory factor analyses showed that a nine-factor model also explained the data collected with the French version. Internal reliability scores for each strategy ranged from .68 to .87. As in the original version, we found that the emotion regulation strategies could be grouped into adaptive and less adaptive cognitive regulation strategies. In addition, we observed that Self-blame and Rumination are key cognitive regulation strategies predicting whether high or low depressive symptoms are reported.

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