Digital Images in the Science Classroom. In the Curriculum--Science.
2004/05/01 by John B. Nezlek, Peter Kuppens, Randy L. Bell +2 · 33 citations
Computer Science · Health Professions · Psychology · Social Sciences · #Affect (linguistics) #Clinical psychology #Cognition #Cognitive reappraisal #Computer science #Cultural Differences and Values #Curriculum #Curriculum development #Depression (economics) #Developmental psychology #Digital Storytelling and Education #Education and Technology Integration #Educational technology #Expressive Suppression #Mathematics education #Mental Health Research Topics #Mobile Learning in Education #Multimedia #Negative emotion #Pedagogy #Psychological Well-being and Life Satisfaction #Psychological well-being #Psychology #Science education #Self-esteem #Sociology #Technology integration
paper · doi:10.1111/j.1467-6494.2008.00496.x
published in Learning and leading with technology 31(8), 26-28 (Wiley)
openalex publication_date 2004/05/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/07/28
Abstract
The present study examined how people regulate their emotions in daily life and how such regulation is related to their daily affective experience and psychological adjustment. Each day for an average of 3 weeks, participants described how they had regulated their emotions in terms of the reappraisal and suppression (inhibiting the expression) of positive and negative emotions, and they described their emotional experience, self-esteem, and psychological adjustment in terms of Beck's triadic model of depression. Reappraisal was used more often than suppression, and suppressing positive emotions was used less than the other three strategies. In general, regulation through reappraisal was found to be beneficial, whereas regulation by suppression was not. Reappraisal of positive emotions was associated with increases in positive affect, self-esteem, and psychological adjustment, whereas suppressing positive emotions was associated with decreased positive emotion, self-esteem, and psychological adjustment, and increased negative emotions. Moreover, relationships between reappraisal and psychological adjustment and self-esteem were mediated by experienced positive affect, whereas relationships between suppression of positive emotions and self-esteem adjustment were mediated by negative affect.
Citations
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- Social anxiety and emotion regulation in daily life: spillover effects on positive and negative social events. [europepmc]
- Ventromedial prefrontal cortex encodes emotional value. [europepmc]
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- Multifaceted emotion regulation, stress and affect in mothers of young children. [europepmc]
- Affective and Self-Esteem Instability in the Daily Lives of People with Generalized Social Anxiety Disorder. [europepmc]
- Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire. [europepmc]
- Coping Strategies and Benefit-finding in the Relationship between Non-disclosure and Depressive Symptoms among Breast Cancer Survivors in China. [europepmc]
- Emotion regulation strategy selection in daily life: The role of social context and goals. [europepmc]
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- Reappraisal and suppression emotion-regulation tendencies differentially predict reward-responsivity and psychological well-being. [europepmc]
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