scholarly journals Culture, Display Rules, and Emotion Judgments

2020 ◽  
Vol 23 (1) ◽  
pp. 7
Author(s):  
David Matsumoto ◽  
Jungwook Choi ◽  
Satoko Hirayama ◽  
Akihiro Domae ◽  
Susumu Yamaguchi
Keyword(s):  
Emotion Regulation ◽  
Cultural Differences ◽  
Emotion Management ◽  
Emotional Expressions ◽  
Display Rules ◽  
Two Measures ◽  
Four Levels ◽  
Internal Experience

This article describes two studies that demonstrate that cultural display rules (Study 1) and emotion regulation (ER; Study 2) are linked to judgments of emotional expressions of others. In Study 1, American and Japanese judges saw faces expressed at four levels of intensity and rated the intensity of the external display and presumed internal experience. They also completed measures of cultural display rules and psychological culture. Display rules accounted for 69% of the variance in cultural differences in ratings across the expression intensities; psychological culture accounted for an additional 14%. In Study 2 American judges saw the same faces and made the same ratings; this time, however, they completed two measures of ER. ER accounted for nearly all of the rating differences across the expression intensities. These studies report the first evidence of a link between an individual’s display rules and ER and judgments of emotion management in others.

Hypocrisy or maturity? Culture and context differentiation

2009 ◽  
Vol 23 (3) ◽  
pp. 251-264 ◽  
Author(s):  
David Matsumoto ◽  
Seung Hee Yoo ◽  
Johnny Fontaine
Keyword(s):  
Cultural Differences ◽  
Cultural Value ◽  
Emotional Expressions ◽  
Display Rules ◽  
The Future ◽  
The Individual ◽  
New Research

We introduce a new construct called Context Differentiation (CD), and describe how it functions on both the individual and cultural levels. We derive several measures of it from a multi‐context measure of cultural display rules for emotional expressions obtained from 33 countries, and examine country and cultural differences on it, and relate those differences to cultural value dimensions associated with context. Findings indicated that cultures were reliably associated with measures of CD. The framework and findings provide a platform for new research in the future examining how individuals differentiate their behaviours across contexts, and how cultures facilitate that differentiation. Copyright © 2009 John Wiley & Sons, Ltd.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

Immediate Reproduction of Temporal Information under Four Cognitive Strategies

1983 ◽  
Vol 56 (2) ◽  
pp. 375-381 ◽  
Author(s):  
Michel Guay ◽  
Robert B. Wilberg
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Time Estimation ◽  
Temporal Information ◽  
Auditory Cues ◽  
Retention Characteristics ◽  
Two Measures ◽  
Four Levels ◽  
Mental Counting ◽  
Measures Of Performance

The main purpose was to determine the retention characteristics of temporal information when subjects experienced time under a retention interval of immediate reproduction and various cognitive strategies for time estimation. Four levels of cognitive strategy were used, viz., conscious, mental counting, counting aloud without auditory cues, and counting aloud with auditory cues. The latter three cognitive strategies were experimenter-defined, time-aiding techniques. Subjects were instructed to refrain from employing time-aiding techniques under a conscious cognitive strategy for time estimation. Visual durations of 1, 2, and 4 sec. were estimated by 12 subjects under the method of reproduction. Two measures of performance were computed, viz., variable and constant errors. The general conclusions were: (a) the effectiveness of mental counting, counting aloud without auditory cues, and counting aloud with auditory cues as cognitive strategies over conscious cognitive strategy in terms of variability depends on the duration used, and (b) in terms of accuracy and variability an increase in the number of cues under time-aiding techniques does not necessarily produce better performance.

Coaches’ interpersonal emotion regulation and the coach-athlete relationship

2019 ◽  
pp. 37-51 ◽  
Author(s):  
Courtney Braun ◽  
Katherine A. Tamminen
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Contextual Factors ◽  
Multiple Case Study ◽  
Emotional Expressions ◽  
Emotional Labour ◽  
Bidirectional Association ◽  
Multiple Case ◽  
The Impact

Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F., & Wolf, S.A. (2018). Emotional games: How coaches’ emotional expressions shape players’ emotions, inferences, and team performance. Psychology of Sport & Exercise). However, there is little research examining coaches’ use of specific strategies to regulate their athletes’ emotions. The purpose of the present study was to explore the strategies coaches used to try and regulate their athletes’ emotions, and to explore the relationship and contextual factors influencing coaches’ IER strategy use. A longitudinal multiple case study approach was used (Stake, R.E. (2006). Multiple case study analysis. New York: The Guilford Press) with five cases, each consisting of one male coach and two individual varsity sport athletes (N = 15). Participants completed individual interviews, a two-week audio diary period, and a follow-up interview. Data were inductively and deductively analyzed and a conceptual model was developed outlining athletes’ emotions and emotion regulation, coaches’ IER, the coach-athlete relationship, and contextual factors. Participants described a bidirectional association between the coach-athlete relationship and coaches’ IER. A number of factors influenced athletes’ and coaches’ use of emotion regulation strategies and contributed to the quality of the coach-athlete relationship. The IER strategies that coaches used may reflect instrumental, performance-related motives, and coaches’ IER efforts may also contribute to coaches’ emotional labour.

Infants' Behavioral Strategies for Emotion Regulation With Fathers and Mothers: Associations With Emotional Expressions and Attachment Quality

Infancy ◽  
2002 ◽  
Vol 3 (2) ◽  
pp. 153-174 ◽  
Author(s):  
Marissa L. Diener ◽  
Sarah C. Mangelsdorf ◽  
Jean L. McHale ◽  
Cynthia A. Frosch
Keyword(s):  
Emotion Regulation ◽  
Emotional Expressions ◽  
Behavioral Strategies ◽  
Attachment Quality
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