Emotion regulation: affective, cognitive, and social consequences.

By James J. Gross. Psychophysiology, 2002

4,558 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/76ad25c4d0693d17710fb4f334c6ef68b732a624

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Citations in the corpus

How to win friendship and trust by influencing people’s feelings: An investigation of interpersonal affect regulation and the quality of relationships (2012, methodology): “Because the internal consistency of the scale was relatively modest in the current sample, we used an additional method to check the reliability of the scale, as used by Grosser and colleagues (2010). This method involves running a correlation between the data matrix representing the scale and a sym”
The dualistic regulatory effect of passion on the relationship between fear of failure and negative affect: Insights from facial expression analysis (2020, background): “Work on emotion regulation by Gross (2002) suggests that even when individuals experience an emotion, they may not visibly express the emotion.”
Positive and negative emotional attractors and intentional change (2006, background): “Out of the many features of a change context, emotions help us to regulate and leverage the feelings and responses that will optimize our effectiveness and success ( Gross, 2002”
The neural bases of emotion regulation: reappraisal and suppression of negative emotion. (2008, neutral): “This suggests that successful expressive-suppression may be achieved in emotionally challenging situations but at a cost, namely, sustained activation that may be physiologically taxing and lead to disturbances in psychological and physical functioning (7;8;47).”
Reappraisal modulates the electrocortical response to unpleasant pictures (2006, neutral): “…process because it appears to be adaptive: Reappraisal has been shown to successfully reduce negative emotional responses to unpleasant stimuli (Gross, 2002); the tendency to use reappraisal has been related to measures of well-being (Gross & John, 2003; John & Gross, 2004); and this type of…”
Emotional Coregulation in Close Relationships (2013, background): “…suggests that the ability to modulate emotional responding in a way that supports one’s goals and maintains physiological equilibrium is critical for psychological, physical, and social well-being across the lifespan (Eisenberg, Fabes, Guthrie, & Reiser, 2000; Gross, 2002; John & Gross, 2004).”
Antecedents and consequences of chronic impulsive buying: Can impulsive buying be understood as dysfunctional self‐regulation? (2018, methodology): “The Emotion Regulation Questionnaire (Gross, 2002) was used to measure habitual use of an intentional cognitive strategy for emotion regulation (Reappraisal) and an outcome focused strategy (Expressive Suppression).”
Understanding resilience (2013, background): “Consciously reassessing adverse or traumatic events to find the silver lining is associated with resilience (Gross, 2002).”
The Common Neural Basis of Exerting Self-Control in Multiple Domains (2009, neutral): “Although most research has been done on intentional emotion regulation, and that will be the focus in this chapter, unintentional emotion regulation can occur as well (Gross, 2002; Lieberman, 2007).”
A Spanish Adaptation of the Emotion Regulation Questionnaire (2010, background): “Given that these two emotion-regulation strategies function at different points in the emotion-generative process, they also have different implications for various aspects of an individual’s personal and social life (Gross, 2002; Gross & John, 2003; Lopes, Salovey, & Straus, 2003).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, methodology): “The use of reappraisal strategies has been associated with well-being, positive social functioning, and healthier emotional patterns among college-age individuals, whereas the use of suppression strategies has been associated with lower levels of life satisfaction and well-being and higher levels of”
Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching (2017, background): “For PE teachers to engage in deep acting, Gross (2002) suggested that individuals who experienced emotional challenges should leave the place in which specific emotions were elicited before expressing them.”