Individual differences in emotion regulation

By Oliver P. John, James J. Gross. 2007

331 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/926648033e5eeff651b33b6b234f54f00dfa3a0f

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Citations in the corpus

What Have I Done to Deserve This? Effects of Employee Personality and Emotion on Abusive Supervision (2014, background): “Fortunately, this set of techniques attained better outcomes because they change the course of an emotion early in the emotion generation process (Gross and John 2003; John and Gross 2007).”
Transcending the “good & bad” and “here & now” in emotion regulation: Costs and benefits of strategies across regulatory stages (2020, unknown): “…of strategy usage are of multiple kinds including: (A) selfreport questionnaires (e.g., Garnefski, Kraaij, & Spinhoven, 2001; Gross & John, 2003; John & Gross, 2007; Nolen-Hoeksema, 1991); (B) experience sampling (e.g., Blanke et al., 2019; Eldesouky & English, 2019; English, Lee, John, &…”
Dealing with feeling: a meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. (2012, background): “There remains a paucity of research on such “coactive” emotion regulation, with most research to date simply reporting that individuals indeed deploy a variety of ER strategies (John & Gross, 2007).”
The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood (2011, result): “These findings are consistent with the adult literature, where several studies have indicated that using cognitive reappraisal is an effective means of moderating emotional responses (John & Gross, 2007).”
Affectivity, Emotional Labor, Emotional Exhaustion, and Emotional Intelligence in Coaching (2016, background): “In addition, a recent review by John and Gross (2007) on the role of extraversion and emotional regulation sheds light on the potential linkage between positive affectivity and genuine expression.”
Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience (2019, background): “…if teachers successfully regulate their negative emotions experienced at work by relying on adaptive and beneficial strategies (e.g. reappraising the emotional situation instead of suppressing the emotion; John & Gross, 2007), the possibility of developing the burnout syndrome is less likely.”
Antecedent-Focused Emotion Regulation, Response Modulation and Well-Being (2009, methodology): “The results of the research provided support for the Gross and John’s (2003; John and Gross 2007) process model of emotional regulation.”
A predictive study of emotional labor and turnover (2009, background): “For example, John and Gross (2007) noted that individual differences in stress coping styles are related to emotion regulation strategies.”
Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. (2008, background): “In research on emotion regulatory processes, the links between the Big Five, the chronic use of particular regulatory strategies, and their emotional and social consequences are being articulated (John & Gross, 2007).”