task 3 Flashcards
Emotion regulation and intelligence
How can ER influence our way of dealing with emotions and can be helpful?
–> Process Model
Process Model of ER
- During or after a potential emotion-eliciting
situation, there are five timepoints at which individuals might intervene to modify their emotion trajectory - -> Situation selection
- Confrontation
- Avoidance
- -> Situation modification
- direct modification
- conflict resolution
- -> Attentional deployement
- Distraction
- Rumination
- Mindfulness
- -> Cognitive Change
- Changing the eay we think to change the way we feel
- Self-efficiacy appraisal
- Challenge appraisal
- Threat appraisal
- Positive appraisal
- Acceptance
- -> Response Modulation
a) experiential (take action)
b) physiological (weed)
c) behavioral (hide emotions) - Emotion sharing
- Verbal/physical agg.
- Substance use
- Expressive suppression (inhibit behavioral expression of unwanted emotions) -> decrease well-being
Under some circumstance ER ability can become harmful, depending
on a person’s emotional knowledge, capabilities and dispositions such as Emotional
Intelligence (EI)
Can TEI hinder academic achievement:
- high TEI encompasses sociability dispositions, which may hamper
achievement by leading the individual to socialize and pursue other social activities instead of attending to
academic work
→ Regulation of other’s emotions may increase exposure to social stressors, which can interfere with
academic activities
Situations/examples of using time-related strategies of ER?
- high EI start early with emotion modulation
How does greater EI relates to the ability for cognitive changes or situation selection?
Situation Selection:
–> High EI individuals do not avoid all situations causing negative emotions BUT they report less
avoidant cooping strategies
→ Select situations that have negative short-term emotions but long-term benefits
→ Confront, rather than give up
→ Strive more to attain their goals
- Trait EI:
increases affective forecasting accuracy - people with high EI select situations more effectively
Cognitive Change
–> When the initial appraisal of a situation is not sufficient to achieve the desired emotional
state, high EI people are more prone to change the way they think in order to feel or prevent
emotions
→ greater use of reappraisal strategies (results weren’t replicated)
→ less use of denial strategies
→ greater use of humor
Trait EI:
related to how one views a given situation: high trait EI appraise upcoming events as a
challenge compared to a threat -> higher self-efficiacy
Ability EI: positive relation between high EI and self-efficacy; less emotional denial
Why is high EI negatively related to the use of ER
‘response modification’?
Trait EI:
negative relationship between EI and most response modulation strategies (exercise
as a mood regulation strategy is an exception)
→ expected that high EI have less need to share their emotions, since they regulate their
emotions beforehand
- No study on that
→ Suppress emotions less, probably because they already achieved their desired emotional
state or because they value emotion expression
- High trait EI report being able to suppress their emotions but don’t do that so often
- High trait EI experience less emotional dissonance (no need to suppress emotions)
–> Negatively linked to verbal and physical aggression
–> Negatively associated with consumption of alcohol
Ability EI:
consistent with trait EI results
When can we say that people are emotionally intelligent?
Intelligent emotion regulation is when one can use emotion regulation in a flexible manner that is consistent
with goals = adaptive
→ people carefully review the context before deciding whether to regulate their emotion
→ consider long-term survival and well-fare
→ consider cultural rules
→ outcomes include higher life satisfaction, better health, better marital and social relationship and better
work performance and academic achievement
–> High EI people are display less emotional reactivity in response to negative emotion-eliciting events
–> High EI people regulate their emotions better and are not just less reactive to affective stimuli
–> High EI people are sensitive to affective cues and leave room for emotions to emerge
What brain areas seems to be mostly involved in EI?
Recognizing emotional states in self and others:
Emotional awareness
–> lack of it alexithymia
damage in AI -> alexithymia
damage in ACC -> reductions in feelings of tenson and anger
AI may send inf about the state of the body to ACC which then plans motor or non-motot responses to emotional events
damage in vmPFC -> diminshed experience of regret followigng unfavorable decision making
Emotion recognition
damage in amygdala
-> disrupt the ability to recognize emotional facial expression; responsible for salient stimuli and biases them to down-stream cortical targets
Lesion studies have identified a core network of brain regions that are reliably implicated across a range of
emotional abilities, including **amygdala, AI, ACC and vmPFC **
–> similar to aversive cond. network only without vmPFC
- -> in all 4 abilities (not just Recognizing emotional states in self- and others
- -> 4 domains of EI
By what kind of cognitive, motivational and inter personal processes might high trait emotional
intelligent individuals/students increase their academic achievement?
Cognitive Processes
–> Mobilization of cognitive resources: experiencing of positive emotions in general may
broaden the repertoire of methods available for task engagement and enhance task
absorption
→ Greater attention to academic tasks
Motivational Processes
Engagement–> expectancy value theories: favorable
expectancies lead to more engagement
Regulation of effort–>sustained effort across several life domains
- ->Self-Control
- -> Coping efforts
–> Proximity to goal related stimuli while remaining distant from tempting stimuli in the
pursuit of higher goals
Interpersonal Processes
Regulation of interpersonal relationships In collaborative academic settings
- -> Emotional expression
- -> Emotion Perception
ER
- basic processes of emotion regulation
- not adaptive or maladaptive, the same emotion
regulation strategy can be both, depending on the individual, emotion, intensity, and context - -> Awareness
- -> Goals
- -> Strategies
EI
individual processes in emotion regulation -> thus EI has an influence on how we approach differnet situations with emotion regulation
- individuals have some consistency in their regulation habits
–> EI captures the outcome of ER
3 types:
–> Knowledge; Do I know how to express my emotions
constructively?
–> Abilities; Am I able to express my emotions constructively?
–> Traits; Do I typically express my emotions in a
constructive manner?
ER and EI traditions entail
both address emotion mangaement
Integrative Model (Salovey and Mayer)
how EI should be defined and measure
EI as the confluence of a set of emotional abilities that enable individuals to ‘carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought’
- -> performance based measure
- -> ability
- -> done with MSCEIT rather than EQ-i and thus preferred
Bar-On’s mixed model
how EI should be defined and measure
EI is defined as an array of ‘noncognitive abilities’, which influence an individual’s adaptive success by shaping his/her interpretation & response to environmental demands and pressures
–> bad bc self-reports (EQ-i) -> not so good
–> trait EI, personality
bc emotional abilities must rely on cognitive systems
