Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

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Yes / This article takes a critical approach to emotion regulation suggesting that the concept needs supplementing with a relational position on the generation and restraint of emotion. I chart the relational approach to emotion, challenging the ‘two-step’ model of emotion regulation. From this, a more interdisciplinary approach to emotion is developed using concepts from social science to show the limits of instrumental, individualistic and cognitivist orientations in the psychology of emotion regulation, centred on appraisal theory. Using a social interactionist approach I develop an ontological position in which social relations form the fundamental contexts in which emotions are generated, toned, and restrained, so that regulation is decentred and seen as just one moment or aspect in the relational patterning of emotion.

The purpose of this study was to better understand associations between acculturation, parental beliefs, mother-child emotion talk, and emotion understanding in Latino preschool-aged children. Research on Latino families may prove to be important given the little research that has focused on emotion understanding strictly in Latino cultures. Forty Latino mother-child dyads were observed throughout a series of naturalistic observations. Mothers self-reported their acculturation and their beliefs about the value and danger of children's emotions, children's emotional development processes, and their role in guiding their children's emotions. Mother-child emotion talk and framing was measured during a 15 minute story-telling task using a Lego house and through a wordless picture book. Children's emotion understanding was measured using two standard tasks. Results showed that mothers' acculturation was related to their beliefs about the danger of emotions, their role in guiding their child's emotions, and their child's readiness to learn about emotions. Mothers' acculturation was also related to children's emotion understanding. Mothers' beliefs about guiding children's emotions were related to mothers' labeling of emotions and to children's emotion understanding. This study confirms and expands several previous findings relating to emotion socialization of children. Overall, results highlight the importance of acculturation for parents' beliefs about emotions and children's emotion understanding. / Master of Science

Quels sont les effets des émotions spécifiques sur le jugement et l'intention d'adopter des produits innovants ? L'objectif de cette thèse est double. Dans un premier temps, elle propose d'étudier dans quelle mesure les émotions spécifiques influencent le jugement et les intentions comportementales face à des produits innovants. Dans un deuxième temps, elle propose d'identifier les processus qui sous-tendent l'effet des émotions sur l'évaluation d'objets innovants. En lien avec les théories contemporaines de l'émotion (Zeelenberg & Pieters, 2006), nous proposons d'étudier les dimensions cognitives et motivationnelles des émotions afin d'expliquer et de prédire l'influence des émotions sur le jugement et l'intention d'adopter des produits innovants. Notre Etude 1 propose d'étudier les conditions de déclenchement des émotions spécifiques ainsi que l'impact de celles-ci sur l'évaluation et l'acceptation d'un objet innovant. Pour cela, le concept d'expérience utilisateur est étudié au travers des processus ascendants (caractéristiques de l'objet) et descendants (attentes affectives). Quatre-vingt-huit (88) participants de catégorie socioprofessionnelle variée ont été recrutés pour l'étude. Nous avons choisi de tester deux versions d'un dispositif de livres électroniques (moyenne qualité d'interaction versus mauvaise qualité d'interaction) et de manipuler leurs descriptions afin de faire varier les attentes affectives (positive, négative, contrôle) des participants. Les résultats suggèrent que l'expérience utilisateur ne dépend pas seulement des qualités intrinsèques de l'objet innovant mais également des attentes initiales de l'usager. Cette étude valide, par ailleurs, l'effet des émotions spécifiques sur l'évaluation de produits innovants. Les Etudes 2, 3 et 4 tentent ensuite de mettre évidence une partie des variables modératrices et médiatrices qui influencent le lien émotions spécifiques - évaluation. Pour l'Etude 2, cent quatre-vingt-neuf (189) étudiants ont été recrutés sur la base du volontariat. Pour la procédure d'induction émotionnelle, la méthode du rappel autobiographique a été sélectionnée pour induire l'amusement, la peur, la colère ou un état neutre chez les participants. Après l'induction émotionnelle, les participants devaient remplir un court questionnaire afin de donner leur avis sur un objet innovant (hédonique versus moins hédonique).Les résultats mettent, d'une part, en évidence le rôle modérateur de la nature du produit sur la relation entre émotions spécifiques et évaluation, et suggèrent, d'autre part,l'importance de la composante motivationnelle des émotions dans l'évaluation d'un produit innovant. Les Etudes 3 et 4 testent empiriquement l'importance de la composante motivationnelle des émotions dans la relation émotions spécifiques - évaluation. Pour susciter une émotion spécifique d'amusement ou de satisfaction, nous avons choisi la méthode des scénarii (Etude 3) et la méthode du rappel autobiographique (Etude 4). Deux types de produits ont été sélectionnés (catégorie loisirs versus catégorie bien-être). Pour l'Etude 3, quatre-vingt-dix-sept (97) étudiants ont été recrutés sur la base du volontariat. Cette étude s'inscrit dans la continuité des travaux de Griskevicius, Shiota, et Nowlis (2010). Les résultats montrent le rôle médiateur des dimensions motivationnelles dans la relation émotion spécifique et évaluation de produit innovant. L'Etude 4, réalisée auprès de cent douze (112) étudiants, permet de répliquer les résultats obtenus dans l'Etude 3. Elle s'appuie sur la mesure développée par Fredrickson (2004) afin d'opérationnaliser le construit de dimension motivationnelle. Cette thèse s'attache donc à répondre à deux missions : produire des contributions théoriques sur les émotions et assister designers, concepteurs et ingénieurs dans la conception de produits innovants. / How might specific emotions differentially influence consumer judgments and behavioural intentions with respect to innovations? The purpose of this dissertation is two sided. First, it examines the relationship between emotions and evaluation/behavioural intentions with respect to innovations and second it studies some moderators and mediators influencing this relationship. In contemporary emotion research, cognitive and motivational dimensions of specific emotions are recognized as central in the decision making process (Zeelenberg & Pieters, 2006). Consequently, the claim of our dissertation is that understanding and investigating the cognitive and motivational dimensions of specific emotions can be useful to predict their influence on judgments and behavioural intentions with respect to innovations. Our Study 1 investigated how specific emotions arise and explored their influence on product's evaluation and usage intention. This study addressed the concept of user experience through bottom-up (product's characteristics) and top-down (affective expectations) processes. Eighty eight (88) participants from various socio professional categories were recruited to participate to this study. Two different version of an e-book (medium quality experience versus low quality experience) were selected. The affective expectations (positive, negative, control) were manipulated through an oral presentation of the product. Our results suggested that the user's emotional experience do not only depend on the product's intrinsic characteristic but also depend on his/her prior expectations. In addition, findings confirmed the role of specific emotions on product's evaluation. Our Study 2 sought to explain how specific emotions influence products' desirability. One hundred and eighty nine (189) undergraduates volunteered to participate to this study. Depending on the experimental condition, participants were induced to feel anger, fear or amusement through an autobiographical recall method. Then, they were asked to evaluate either a hedonic product or a less hedonic product. First, results demonstrate that the nature of product moderates the relationship between incidental emotions and desirability. Second, our findings highlight the motivational implication of emotions on product desirability. Our Studies 3 & 4 examined the hypothesis that emotion-specific short-term goals (motivational dimension) might explain the impact of specific emotions on product's desirability. We addressed two specific positive emotions – amusement and satisfaction-, and used two type of product (welfare versus recreational). In study 3, ninety seven (97) undergraduate participants were induced to feel either amusement or satisfaction through scenarios. Findings show that amusement enhances the desirability of recreational product and that satisfaction enhances the desirability of welfare product. Consistent with the proposed hypothesis, results demonstrate that emotion specific-goal mediates the influence of specific positive emotions on product desirability. Study 4, conducted on one hundred and twelve (112) undergraduates, allows replicating findings of study 3 using different methods to induce emotions- autographical recall-, and to measure emotion-specific goals. Thus, on the one hand, this dissertation reveals that specific emotions come into play prior to use, when the users form expectations. On the other hand, it demonstrates that the study of the motivational functions of emotions can be helpful to predict the influence of specific emotions on consumer judgment. This dissertation offers new contributions in the research of emotion from a theoretical perspective and in product design from an applicative perspective.

Adolescence is a developmental period marked by heightened emotional intensity, negative emotions, and self-consciousness. Problems with emotion regulation during adolescence have been linked to the development of internalizing and externalizing disorders (Hastings et al., 2009). Emotion regulation involves changes across several integrated emotion domains: (1) Experience, (2) Arousal, and (3) Expression (Ekman, 1992; Gross, 2007; Lang, 1994; Lazarus, 1991; Levenson, 1994). Emotion is not necessarily regulated equally across these three domains, in fact discordant responses are more common than concordant ones (Mauss & Robinson, 2009). Discordance represents how emotion is being regulated during a specific event, but it has not been directly linked with habitual emotion regulation strategies. Different patterns among these emotional domains have been linked to internalizing and externalizing problems and coping skills (Hastings et al., 2009; Mauss et al, 2005; Zalewski et al., 2009a, b). The current study expands on previous research by (1) simultaneously measuring and analyzing experience, arousal, and expression, and (2) understanding how patterns of concordance and discordance relate to individual difference factors such as gender, habitual emotion regulation strategies, and internalizing and externalizing problems in a typically developing adolescent sample. This study involved measuring the experience, arousal, and expression of self-conscious emotion in 138 adolescents (55% female) during a video-recorded social stressor speech task. Participants rated their emotional experience via questionnaire after the speech task. Physiological data were reduced from recordings during the speech and observational coders rated the emotional expression of participants from video files of the speeches. Patterns of responses across experience, arousal, and expression were grouped using cluster analysis. The different patterns of response were related to different profiles of habitual emotion regulation strategies and problematic internalizing and externalizing behaviour. Adolescents classified as “Experience-Expressive” (high experience, moderate arousal, high expression) or “Suppressive” (high experience, high arousal, low expression) had more problematic socioemotional functioning than those classified as “Expressive” (low experience, moderate arousal, high expression) or “Low-Reactive” (low experience, low arousal, low expression). There was not strong evidence for differences across gender. The current study contributes to the understanding of adolescent emotional regulation and the development of psychopathology in adolescence. / Thesis (Master, Psychology) -- Queen's University, 2011-08-31 15:21:33.479

L’expérience doit s’exposer pour se développer.La notion d’exposition a ici un double sens : celui de s’exposer pendant son activité, c’est-à-dire en prenant des risques ; mais aussi en exposant, à soi ou à autrui, une expérience vécue.C’est ainsi que l’accès au discours d’expérience des sauveteurs de montagne est devenu pour nous, par la spécificité de cette activité professionnelle, un espace dynamique, mêlant de façon permanente expérience, discours d’expérience et émotions.Il nous a fallu, pour mener à bien notre exploration, délimiter différents temps d’expérience et d’émergence des émotions. Nous avons distingué le temps du secours, celui de l’agir du sauveteur et de l’émergence de ses émotions éprouvées, qui ouvre une nouvelle expérience vécue ; le temps du discours sur cette même expérience accompagné de l’apparition d’émotions évoquées et partagées avec le chercheur, qui ouvre une nouvelle expérience de discours ; et celui du temps écoulé entre le secours et le discours s’y rapportant.La question était de rendre compte de l’influence du poids de l’expérience sur les discours d’expérience et réciproquement, de voir si le rappel discursif de certains événements pouvait contribuer au développement de l’expérience professionnelle du sauveteur.Pour saisir les enjeux de constructions, nous avons récolté des entretiens auprès de sauveteurs au bagage expérientiel plus ou moins important, des néophytes au plus chevronnés. Dans chaque entretien nous avons été en mesure d’identifier des DIESS (Discours Interactifs d’Expérience Significative de Secours), un outil précieux délimitant les discours spécifiques de secours à l’intérieur des histoires de vie recueillies. Pour en saisir la dynamique nous avons simultanément lancé trois types d’analyses : une analyse de contenu, une analyse des ruptures discursives et une analyse textuelle à l’aide du logiciel ALCESTE. La complémentarité de ces trois analyses nous a permis de sélectionner à l’aveugle un nombre restreint d’énoncés et de recueillir un grand nombre d’informations utiles à leur contextualisation à l’intérieur des discours d’expérience des sauveteurs.De ces différentes analyses nous avons dégagé deux axes de résultat. Tout d’abord, les DIESS présentent un lexique et des émotions évoquées de même nature, et ce quelque soit l’expérience du sauveteur. Nous avons interprété cela par la nécessité pour tous les sauveteurs de s’in-corporer à une communauté pour assurer leur sécurité, face aux risques pris dans leur métier.Le deuxième axe nous a permis de d’identifier à l’intérieur des DIESS, selon des critères de positionnement identitaire et d’engagement émotionnel, cinq configurations discursives : du «Etre Submergé par le dire» au «Plaisir dans le dire». Leur analyse nous a montré que seul un sauveteur expérimenté a accès à l’ensemble de ces configurations. En effet, le néophyte (mais aussi le secouriste chevronné dans certains contextes : secours récent, proximité intime avec la victime…) ne sont pas en mesure de sortir de la simple rétrospection, où le sauveteur existe, corps et âme, à travers ou « par » le secours. En revanche, le sauveteur expérimenté arrive à mettre à distance son corps vécu, porteur d’émotion évoquée et partagée, « dans » ses récits de secours. Il devient alors un acteur porteur d’un «je» dans une scène dont son action passé est le centre.Nous en avons conclu que les deux processus que nous avons repéré, l’incorporation dans une communauté et le rôle du corps vécu dans le discours d’expérience, participent à la formation et au maintien du personnage professionnel, et ce, d’autant plus rapidement que l’acteur se sera exposé physiquement et psychologiquement dans son agir (émergence de nombreuses émotions) et qu’il se sera confronté à une exposition de soi à soi et de soi à autrui. / Experience must be exposed in order to develop.With the word 'exposed', I mean two things: during an activity, someone can expose themselves to a risk, but I also mean that an experience can be revealed, told to someone else.Thus, listening to and analyzing the different stories given by mountain rescuers, who have a specific work activity, has become for me a dynamic space where experience, the narration of experience, and the feelings involved are closely linked.In order to explore this new field, I have had to distinguish different phases : first, the moment of rescue when various emotions are expressed. I have distinguished the time of rescue, when the rescuers are in full action and when their emotions appear. It leads the way to a new experience of life. Second, the time when the rescuers relate their experiences and when their emotions are expressed and shared with the researcher, and, third, the time that has elapsed between the moment of the rescue and its telling.My purpose was to try to show how the extent of experience influences the narration of experience, and to try to determine whether the fact of telling what happened can develop the rescuers' skills.Consequently, I have gathered interviews of rescuers, either experienced or newcomers to the job. In every interview I have been able to identify several kinds of DIESS. (Discours Interactifs d'Expérience Significative de Secours: interactive narratives about significant rescue situations. ) The DIESS are a precious tool that can determine the nature of a specific speech inside a storytelling about life. In order to seize the dynamics of the various speeches, I have simultaneously used three types of analysis: 1) a content analysis, 2) an analysis of the breaks in speech and 3) a textual analysis using ALCESTE software. The complementarity of these three types of analysis allowed me to select at random a limited number of statements and to gather an extensive number of informations helping to place them in context within the rescuers' narrations.From these different analyses, I have drawn two types of results. First, the DIESS show a pattern of words and emotions of the same kind, whatever the experience of the rescuer. I have interpreted that as the necessity for all rescuers to be integrated within a community in order to ensure their safety, faced by the risks of their job.The second type enabled me to distinguish five specific speech configurations within the DIESS, according to identity positioning and emotional involvement, ranging from "overwhelmed by talking" to "pleasure in talking". These analyses showed me that only experienced rescuers could master these different types of speech. In fact,inexperienced rescuers (but also experienced ones when placed in specific situations such as recent rescue experiences or close relationship with the victims) can only provide a basic narration of what happened , where the rescuers exists, body and soul, through the act of rescuing. On the other hand, experienced rescuers can place their bodies, the bearers of evoked and shared emotions, into perspective, within their accounts of rescue.I have concluded that the two processes that I have identified, the incorporation into a community, and the role of the body in the account of experience, contribute to the formation and the preservation of the members of the rescue profession. This process works all the quicker if the rescuers have been physically and emotionally exposed during their work (when a lot of emotions have arisen) and if they have been faced with exposing both themselves to themselves and to others through the telling of the experiences they have lived.

Non-suicidal self-injury (NSSI) has been regarded as a dysfunctional coping strategy for managing intensely difficult feelings and is a growing area of concern in clinical and non-clinical populations alike. Individuals who engage in NSSI often report significant interpersonal difficulties, with studies showing that they have impaired social interactions. Attending to the emotional expressions of others is important for appropriate social functioning, and subtly mimicking the expressions of others is an unconscious behaviour that encourages empathy and interpersonal bonding. Differences in emotion recognition and reflection can impact social behaviour, yet little research has assessed how individuals with a history of NSSI (HNSSI) process facial expressions of emotion. In this thesis, the results of three studies designed to investigate potential differences in emotion recognition and emotion mimicry in individuals with a history of NSSI compared to controls are reported. Results from Study 1 revealed that when presented with colourful, dynamic morphing stimuli showing emotional expressions, HNSSI participants were able to correctly categorize negative expressions like anger, disgust, sadness, and the ambiguous emotion of surprise at a lower stimulus intensity compared to controls; They also correctly categorized fear with greater accuracy, though at the same intensity as controls. However, in Study 2, when static, greyscale images were obscured with varying levels of fractal noise, HNSSI individuals did not show superior signal-proportion thresholds. These results may suggest that higher-order elements of visual and cognitive processing are evoked by more realistic social stimuli. In the third study, HNSSI participants were found to produce significantly less electrical activity in the corrugator muscle in response to viewing angry stimuli, and significantly less of an expected relaxation in muscle activity in response to viewing happy stimuli. Complementing these results, it was found that endorsing social influence as a motivator for engaging in NSSI was associated with less mimicry, whereas endorsing emotion regulation as a motivator was associated with greater incongruent muscle response when viewing happy faces. These observed differences in facial mimicry between HNSSI and controls may be related to some of the observed relationship difficulties experienced by this group. Results from this research may help us to better understand NSSI behaviour, as well as help to inform and further develop therapies intended to address it.