In the past decade, educational researchers have engaged in research on teacher emotion regulation. However, there has never been an in-depth look at teacher emotion regulation studied from the first person perspective of the teacher. This study seeks to offer just such a perspective. The self-study explored how, across time, I as the teacher participant, teaching in a mid-socioeconomic suburb of Utah, responded emotionally in terms of classroom interactions. Over a 4-month period, I made daily "in the moment" recordings of emotional classrooms situations and at the end of each week, the collection of recordings was reviewed and coded, creating analytic memos that identified patterns of responses. A critical friend then interrogated my analysis to provide me with critique, analysis, and response concerning the patterns and progression she and I identified. This process reveals a pattern of emotional experience (that of a triggering episode eliciting an emotional response, followed by negative or positive reaction) and the subsequent less or more effective coping strategies. As the study progressed, the coping strategies I utilized as emotion regulation in my classroom shifted from less to more effective as I made judgments about whether my responses effectively supported me in terms of emotion regulation, and my goals for the classroom. Reflection shifted my understanding of the underlying reasons for my emotional responses, which enabled me to create new patterns of analysis and response that led me to better regulate my emotion within my classroom. Findings reveal that reflection, coupled with interaction with a critical friend, contributes significantly to my development of emotion regulation as a teacher. Although this study provides an examination into my particular emotion regulation, both teachers and teacher educators can profit from the findings. This study demonstrates the need for a different kind of professional development for supporting teacher emotion regulation, one that incorporates cycles of "in the moment" recording of experience, reflection on experiences, and interaction with a critical friend allowing space to adjust and retry. The findings suggest practical approaches to support teachers in developing more effective emotion regulation.

The struggle to regulate one's emotions can sometimes be difficult. Two emotion regulation strategies are to reappraise an emotional stimulus or to distract oneself from the stimulus. While there have been many investigations of both strategies, previous research suffers from methodological problems. Reappraisal conditions might be confounded by non-reappraisal-related cognitive processes, resulting in effects of distraction rather than reappraisal. In the current exploratory within-subjects study, participants completed an online survey where the conditions were held as equal as possible to avoid any differences in non-task-related cognitive processes. I measured variables that have been associated with an electrophysiological response correlated to the intensity level of emotions: the late positive potential. First, participants watched emotionally negative film clips in a reappraisal, distraction, and control condition, followed by ratings of experienced feeling. Second, participants rated the threat level of angry and neutral faces. It was hypothesized that applying ER during emotion induction compared to no ER should result in more positive ratings of experienced feeling after induction and lower threat-ratings of angry faces due to a more positive emotional state. The results showed no significant differences between conditions, most likely due to either methodological limitations or an actual lack of emotion regulation effects. I discuss future directions and improvements of the method.

La maladie de Huntington (MH) est une maladie neurodégénérative, autosomique, dominante. La MH se manifeste par des troubles moteurs, cognitifs, psychiatriques et/ou comportementaux. Les troubles cognitifs sont probablement parmi les mieux documentés dans la MH, perturbant la flexibilité, l’inhibition, la planification et la prise de décision. Des désordres des aptitudes en cognition sociale ont aussi été rapportés chez ces patients, dont en particulier des troubles de la reconnaissance des expressions faciales émotionnelles et de théorie de l’esprit (ToM).Les fonctions émotionnelles et leurs régulations sont actuellement peu caractérisées, tant chez les patients que chez les modèles animaux de la MH.Chez le modèle de rats transgéniques (tgHD rats), des perturbations des réponses émotionnelles et hédoniques ont été caractérisées à un âge précoce.L’objectif de cette thèse était de mieux caractériser les déficits émotionnels et leur impact sur les fonctions exécutives en étudiant (1) différentes tâches cognitives chez des patients MH et chez des modèles animaux de la MH (rats TgHD et rats BACHD) à différents stades de la maladie ; (2) en analysant l’impact d’états émotionnels induits (peur et plaisir) sur la prise de décision chez les patients MH (symptomatiques) et chez les rats BACHD à des âges différents. / Huntington's disease (HD) is an autosomal dominant genetic neurodegenerative disease. HD is characterized by a combination of motor, cognitive, psychiatric and behavioral symptoms. Social cognition skills disorders have also been reported in these patients, including in particular recognition disorders of emotional facial expressions and theory of mind (ToM).Emotional functions and regulations are currently poorly characterized in patients and in animal models of HD. In patients, loss of emotional control, and negative or positive emotions recognition deficits have been described.In the rat model of HD (tgHD rats), disturbances of emotional and hedonic responses were characterized at early stage.The aim of this thesis was to better define the emotional deficits and their impact on executive functions (1) different cognitive tasks among HD patients and in animal models of HD (TgHD and BACHD rats) at different stages of the disease; (2) by analyzing the impact of induced emotional states (fear and pleasure) on decision making in symptomatic HD patients and in BACHD rats at different ages.

Emotion socialization influences adolescent emotional adjustment. Friendships provide a venue for emotion socialization, yet little research has compared emotion socialization processes with parents versus friends and how they correspond to adolescent outcomes. The present study examined parent and friend socialization of negative emotions in relation to adolescents' emotional coherence, emotion regulation, and internalizing symptoms. Thirty parent-adolescent-friend triads (13–18 years old; 60% female, 40% male) from the community participated. Study variables were measured with a multi-method approach, including observational data, heart rate variability, and self-report. Parents and friends evidenced disparate patterns of socialization responses and unique ties to adolescent outcomes, which has important clinical applications. Friends, as well as parents, are important and distinct socialization agents within the developmental context of adolescence.

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Disruptive behavior, such as aggression and rule-breaking, tend to increase in adolescence and are linked to negative academic outcomes and psychosocial difficulties. Emotion dysregulation also increases from childhood to adolescence. An individual’s implicit beliefs about their emotions, such as whether they view emotions as changeable versus fixed, may relate to how they regulate their emotions. Adolescents who view emotions as fixed may be less likely to use adaptive emotion regulation strategies and experience emotion dysregulation. Viewing one’s anger as fixed may lead to more emotion dysregulation which may then contribute to aggression and violence towards others. Neurological studies show that emotion dysregulation and disruptive behavior activate similar brain structures, providing support that emotion dysregulation may be a possible pathway to disruptive behavior. There is evidence for implicit emotion theories impact on depression symptoms through emotion dysregulation, with little research on how it might impact disruptive behavior disorder symptoms. Therefore, we hypothesized that a fixed mindset towards emotions would relate to increased disruptive behavior symptoms, and this effect would be mediated by emotion dysregulation. Participants were 165 adolescents (M = 14.56 years; 33.7% female; 73.5% European American) and their parents, both of whom completed questionnaires via Qualtrics online platform. Adolescents reported on their implicit theories of emotion and emotion dysregulation. Parents reported on their adolescent’s disruptive behaviors, such as conduct problems and oppositionality. We tested the mediation models in SPSS using the Process macro v.4.2. There were no significant indirect effects of a fixed mindset on oppositionality. However, a fixed mindset had an indirect relation to conduct problems. There was a direct effect of a fixed mindset on conduct problems, which was no longer significant once emotion dysregulation was entered into the model. These results show that emotion dysregulation mediates the link between implicit emotion theories and conduct problems, but not oppositionality, in adolescence. There may have been no association with oppositionality behaviors because they typically occur at a younger age than conduct problems. Adolescents who view emotions as unchangeable may not attempt emotion regulation strategies as often, which leads to more conduct problems. In clinical settings, it might be advantageous to assess and address how youth view their emotions and support emotion regulation strategies. Although this study relied on cross-sectional self-report data, it provides an important first step to exploring risk factors and pathways for disruptive behaviors. Future research may benefit from experimental and longitudinal designs to investigate causality.

Autonomous robots are increasingly being used in everyday life; cleaning our floors, entertaining us and supplementing soldiers in the battlefield. As emotion is a key ingredient in how we interact with others, it is important that our emotional interaction with these new entities be understood. This dissertation proposes using the appraisal theory of emotion (Roseman, Scherer, Schorr, & Johnstone, 2001) to investigate how we understand and evaluate situations involving this new breed of robot. This research involves two studies; in the first study an experimental method was used in which participants interacted with a live dog, a robotic dog or a non-anthropomorphic robot to attempt to accomplish a set of tasks. The appraisals of motive consistent / motive inconsistent (the task was performed correctly/incorrectly) and high / low perceived control (the teammate was well trained/not well trained) were manipulated to show the practicality of using appraisal theory as a basis for human robot interaction studies. Robot form was investigated for its influence on emotions experienced. Finally, the influence of high and low control on the experience of positive emotions caused by another was investigated. Results show that a human - robot live interaction test bed is a valid way to influence participants' appraisals. Manipulation checks of motive consistent / motive inconsistent, high / low perceived control and the proper appraisal of cause were significant. Form was shown to influence both the positive and negative emotions experienced, the more lifelike agents were rated higher in positive emotions and lower in negative emotions. The emotion gratitude was shown to be greater during conditions of low control when the entities performed correctly,suggesting that more experiments should be conducted investigating agent caused motive-conducive events. A second study was performed with participants evaluating their reaction to a hypothetical story. In this story they were interacting with either a human, robotic dog, or robot to complete a task. These three agent types and high/low perceived control were manipulated with all stories ending successfully. Results indicated that gratitude and appreciation are sensitive to the manipulation of agent type. It is suggested that, based on the results of these studies, the emotion gratitude should be added to Roseman et al. (2001) appraisal theory to describe the emotion felt during low-control, motive-consistent, other-caused events. These studies have also shown that the appraisal theory of emotion is useful in the study of human-robot and human-animal interactions.

Socioemotional theories posit that the experience of overcoming unique life challenges over a lifetime enhances self-efficacy and emotional resilience among older adults. Older adults demonstrate greater emotional well-being and motivation to regulate emotions than younger adults, but specific regulatory mechanisms supporting late-life emotional resilience remain unclear. Cognitive reappraisal is an effective but cognitively demanding emotion regulation strategy and shows mixed efficacy in later-life. While a growing repertoire of autobiographical memories may be a resource with age, the role of autobiographical recall in momentary reappraisal has never been tested empirically. In this online study, older and younger adults were trained to reappraise the meaning of negative images as more positive by associating them either to any relevant autobiographical memory from the past (n=153), a specific cued autobiographical memory (reappraisal, n=118), or without autobiographical reference (n=156). Results revealed all strategies to be effective in regulating negative image intensity across age. While older adults outperformed younger adults in the non-AM condition, the opposite was observed for uncued AM reappraisals, and no age differences were found for cued AM reappraisals. Non-AM reappraisal was easiest to employ for all participants, and older adults reported all reappraisal strategies as easier than younger adults. While older adults found their AMs more helpful and more similar to reappraised images than younger adults, AM- image similarity was surprisingly associated with lower reappraisal efficacy. Findings suggests that AM reappraisal benefits are mixed for older adults, likely due to efficacy but higher associated cognitive burden of AM recall. We posit that older adults may sacrifice immediate hedonic relief, to engage with challenging but helpful emotion regulation strategies. We discuss limitations of this study, and areas for future directions to substantiate interpretations further.

Deliberate Emotion Regulation (ER), the effortful regulation of emotions, is strongly linked to psychopathology. In adults, deliberate ER is often experienced as a self-narrative, such as reappraising a negatively perceived scenario. However, researchers have yet to study how young children articulate deliberate ER strategies, whether these strategies relate to real-time ER neurophysiological processes, and how they are associated with psychopathology. Thus, from an existing sample of 59 children, I aimed to examine preschool-aged children’s verbally articulated ER strategies prior to a frustration challenge, and related these strategies to subsequent neural and physiological responses to frustration and psychopathology. I categorized children’s responses into two groups: those who articulated any emotion regulation strategy (i.e., “strategy”) and those who did not articulate a strategy (i.e., “no strategy”). We found that about 70% of children in this age range were able to articulate an emotion regulation strategy. Children who articulated a strategy had lower psychophysiological stress during a frustration task and fewer parent-reported ADHD inattention symptoms than children who did not articulate a strategy. There were no observed differences between groups for Prefrontal Cortex (PFC) activation, parent-reported externalizing symptoms, or parent-reported irritability symptoms. To our knowledge, this study is the first to provide evidence that emotion regulation strategy articulation is an emerging skill, and that children who are able to articulate emotion regulation strategies are also able to change their physiological stress in response to a negative emotion challenge and have fewer symptoms of psychopathology.

The intent of this thesis is to examine Spinoza's philosophy of emotion as it relates to groups of individuals, or collectives. These groups, especially political collectives such as nation-states, are evaluated through Spinozist understandings of virtue, nobility, and blessedness. From this analysis, a novel concept of "collective nobility" is used to create philosophical guidance for the emotional dimensions of politics and state action. Drug policy is used as a case study to understand how emotion influences policymaking and vice versa, both negatively (as in the United States) and positively (as in Portugal).