مقاله انگلیسی توانایی تنظیم هیجان: عملکرد تست و گزارش های ناظر در پیش بینی رابطه
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Abstract
This paper examines emotion regulation defined as one of the components of emotional intelligence ability and tests how emotion regulation predicts academic achievement, relationship quality, and affective well-being outcomes in adolescents. Specifically, we examine two ways of measuring emotion regulation ability—using performance test scores and through knowledgeable informant observations (teachers). While previous research supports the predictive validity of performance on ability tests of emotion regulation observer reports of emotion regulation have not received much empirical attention. In a sample of high school students, we test whether performancetested and observer-assessed emotion regulation ability predict a range of outcomes beyond the Big Five personality traits and gender and whether the two measures of emotion regulation ability predict outcomes independently. Our hypotheses are supported for outcomes of relationship quality and academic achievement, but not for affective well-being outcomes. We discuss the implications for assessment of emotion regulation ability and the nature of outcomes predicted by emotion regulation ability.
Introduction
Emotion regulation ability predicts academic success, quality of interpersonal relationships, and well-being [1–5]. Someone who is able to regulate their anxiety during an important exam is likely to score better than a peer who is overwhelmed by anxiety. Similarly, an individual with greater ability to manage their irritation at a friend will be more successful at solving interpersonal problems and maintain more successful relationships. Emotion regulation is the process of monitoring and adjusting emotional reactions to achieve a goal [6,7]. Emotion regulation can be conceptualized as a typical performance or a maximal performance attribute [1]. Defined as typical performance, it describes the frequency with which people use different (relatively more productive or unproductive) emotion regulation strategies in their daily lives and is measured through self-report instruments (e.g., expressive suppression strategy: “I control my emotions by not expressing them”, cognitive reappraisal strategy: “I control my emotions by changing the way I think about them” [8]). In this paper, we adopt the definition of emotion regulation as a maximal performance attribute—an individual’s ability to evaluate the effectiveness of different emotion regulation strategies. Maximal performance emotion regulation is measured through ability tests, which present people with descriptions of hypothetical emotion-laden situations and ask them to judge how useful different strategies and actions would be to achieve specific goals (i.e., how helpful would it be not to mention one’s sadness to a friend who is moving away if one has a goal of maintaining a friendship).