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Motivation & Emotion > Task 3: Emotion regulation and intelligence > Flashcards

Task 3: Emotion regulation and intelligence Flashcards

1
Q

Situation selection

A

Choosing or avoiding some activities, places or people

  • Confrontation
  • Avoidance
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2
Q

Situation modification

A

Modify situation to alter emotional impact:

  • Direct situation modification (Taking practical action)
  • Support seeking
  • Conflict resolution
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3
Q

Attentional Deployment

A

Alter how we feel by selecting what we attend to

  • Distraction
  • Rumination
  • Mindful attention awareness
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4
Q

Cognitive change

A

Change the way we think about situation or about our capacity to manage its demands

  • Self-efficacy appraisal
  • Threat appraisal
  • Challenge appraisal
  • Positive reappraisal
  • Acceptance
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5
Q

Response modulation

A

Target subjective feelings, physiological and/or behavioral components of emotional response

  • Emotion sharing
  • Aggression
  • Substance use
  • Expressive suppression
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6
Q

Emotional intelligence (EI)

A

Individual differences in emotion regulation
–> People high in EI have the ability to use ER in a flexible manner, consistent with one’s goals (adaptive)
3 levels:
1. Knowledge: What you know
2. Abilities: What you can do
3. Trait: What you really do

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7
Q

Ability EI

A
  • > Set of cognitive-emotional abilities
  • Actual cognitive processing of emotional information
  • Linked to intelligence
  • Measured with maximal performance tests (How one performs when putting maximum effort)
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8
Q

Trait EI

A
  • > Set of affective-motivational dispositions and self-perceptions
  • Linked to personality
  • Measured with typical performance measures (like personality trait measures)
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9
Q

EI & Situation selection

A
  • -> Positive relationship (High EI –> More adaptive situation selection)
  • More accurate forecasts
  • select situations more effectively
  • less avoidance
  • prefer confrontation
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10
Q

EI & Situation modification

A
  • -> Positive relationship (High EI –> More adaptive situation modification)
  • More likely to modify negative situtaion
  • More willing to seek help
  • More able to express pos. and neg. emotions
  • Constructive conflict resolution
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11
Q

EI & Attentional deployment

A
  • -> Positive relationship (High EI –> More adaptive attentional deployment)
  • Pay more attention to posiitve events
  • ruminate less
  • More mindful
  • Use more distraction
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12
Q

EI & Cognitive change

A
  • -> Positive relationship (High EI –> More adaptive cognitive change)
  • More challenge appraisal
  • Higher self-efficacy
  • More reappraisal strategies
  • less denial
  • adaptive humor
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13
Q

EI & Response modulation

A
  • -> Negative relationship (High EI –> Do not need to use this strategy, because they achieved regulatory goal with previous strategies)
  • Exception: exercise
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14
Q

TEI theory & Academic achievement

A

TEI affects 3 processes, which in turn influence academic performance

  1. Cognitive processes
  2. Motivational processes
  3. Interpersonal processes
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15
Q

Cognitive processes

A
  • Greater attention to academic tasks
  • less impaired by neg. emotions - emotional self-efficacy
  • greater mobilization of cog. resources
  • More pos. emotions in face of challenges
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16
Q

Motivational processes

A
  • optimistic dispositions –> increased engagement
  • Activation of approach behavior
  • More effort and attention
  • High self-motivation
  • High self-control
  • Delay momentary gratification
    coping
  • proximity to goal-related stimuli
17
Q

Interpersonal processes

A

Regulation of interpersonal relationships in academic setting

  • emotion expression for social communication
  • emotion perception for coordinating social interactions
18
Q

Empirical relations between TEI and Achievement

A
  • -> Modest to moderate validity for TEI in prediction of achievment
  • -> TEI has small, but important positive effect on academic achievement
  • -> Link is indirect
19
Q

4 components of EI

A
  1. recognizing emotional states in self and others emotional awareness & recognition
  2. using emotions to guide thought and behavior
  3. understanding how emotions shape one’s own behavior & behavior of others
  4. regulating one’s own emotions and the emotions of others
20
Q
  1. Recognizing emotional states in self and others
A
  1. Emotion awareness: Conscious recognition of own feelings = Anterior Insula, ACC, vmPFC
  2. Emotion recognition: Recognizing others emotional feelings = Amygdala (Tagging function to vmPFC), Insula, ACC
    Simulation hypothesis: The same brain regions activate when seeing emotion in someone else and having the emotion oneself
21
Q
  1. Using emotions to facilitate thought and behavior
A
  1. Empathy and prosocial behavior = vlPFC, insula and temporoparietal junction
    - Emotion contagion = vlPFC and Insula
    - Self-other control = Temporoparietal junction
  2. Emotional memory = Amygdala
22
Q
  1. Understanding how emotions shape behavior
A

Theory of Mind (ToM): Ability to infer that the thoughts and behaviors of others are influences by underlying feelings = vmPFC

23
Q
  1. Emotion regulation
A

Modulating ongoing emotional response in accordance with individual or social goals = vlPFC, vmPFC and Amygdala

24
Q

Core emotion network

A

Amygdala, vmPFC, anterior insula, ACC

Motivation & Emotion (8 decks)

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