Context Matters in the Effectiveness of Emotion Regulation Strategies

Autor/inn/en	Rottweiler, Anna-Lena; Taxer, Jamie L.; Nett, Ulrike E.
Titel	Context Matters in the Effectiveness of Emotion Regulation Strategies
Quelle	In: AERA Open, 4 (2018) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rottweiler, Anna-Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Anxiety; Self Control; Test Anxiety; Emotional Response; Foreign Countries; College Freshmen; Psychological Patterns; Germany + Suchen Sie Ihr Suchwort? Angst; Selbstbeherrschung; Examination phobia; Testangst; Prüfungsangst; Emotionales Verhalten; Ausland; Studienanfänger; Deutschland
Abstract	In the time before an upcoming exam, anxiety is an omnipresent emotion that students may choose to regulate. To date, emotion regulation strategies have been examined in everyday life, but little is known about how these strategies work in exam-related contexts. Therefore, our aim was to explore the effectiveness of several emotion regulation strategies across two contexts (exam-related vs. non-exam-related anxiety). A total of 68 university students participated in an experience sampling study for 6 days prior to an important exam. Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety. Considering these differing effects, it is important to not unilaterally classify emotion regulation strategies into effective versus ineffective but to also consider the context in which the emotion is experienced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01