Emotion Regulation in Everyday Life.

By James J. Gross, J. Richards, Oliver P. John. 2006

788 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fde534616c039f58ae86260b690657d8f275b4b2

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Citations in the corpus

If you can regulate sadness, you can probably regulate shame: Associations between trait emotional intelligence, emotion regulation and coping efficiency across discrete emotions (2008, background): “Although people typically try to decrease the subjective and/or expressive aspects of negative emotions ( Gross, Richards, & John, 2006 ), positive emotions are also regulated.”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “emotional experiences and expression, thus requiring relatively few additional cognitive resources (Gross et al., 2006).”
Up-regulating positive emotions in everyday life: Strategies, individual differences, and associations with positive emotion and well-being (2012, background): “Another possibility is that people may be aware of their emotion regulation styles, but they may be thinking of the strategies they use to repair negative emotions – the prototypical example of emotion regulation (Gross et al., 2006).”
Patterns of Emotional Reactivity and Regulation in Children with Anxiety Disorders (2010, background): “…these emotional cues trigger a coordinated set of response tendencies that involve experiential (e.g., feeling anxious), behavioral (e.g., crying and clinging to parent), central (e.g., amygdale activation), and peripheral physiological systems (e.g., increased heart rate) (Gross et al. 2006).”
Why Do People Regulate Their Emotions? A Taxonomy of Motives in Emotion Regulation (2016, background): “Furthermore, when examining actual regulation attempts, people most frequently report attempts to increase pleasant emotions or decrease unpleasant emotions (e.g., Gross et al., 2006; Riediger et al., 2009).”
Teachers' Emotion Regulation and Classroom Management (2009, background): “American teachers, as do other Americans, report down-regulating negative emotions more often than up-regulating positive emotions ( Gross, Richards, & John, 2006 ).”
Emotion regulation consumption: When feeling better is the aim (2011, background): “An individual may engage in emotion regulation to dampen, intensify, or simply maintain an existing emotion (Gross et al., 2006).”
The Extended Process Model of Emotion Regulation: Elaborations, Applications, and Future Directions (2015, background): “These constitute much of what people do in everyday life to regulate emotions (Gross et al., 2006).”