Ruminering är en maladaptiv emotionsregleringsstrategi som definieras av repetitiva, återkommande, okontrollerbara och påträngande tankar. Ruminering har visats vara starkt kopplat till depression. Självmedkänsla är en adaptiv emotionsregleringsstrategi som består av komponenterna mindfulness och motpolen överidentifiering, self- kindness och motpolen self-judgement och common humanity och motpolen isolering. Studiens syfte var att undersöka sambandet mellan de sex komponenterna av självmedkänsla och ruminering samt om komponenterna av självmedkänsla kunde predicera ruminering, kontrollerat för kön och ålder. Åttio deltagare varav 57 kvinnor, svarade på en online enkät som mätte självmedkänsla, ruminering samt demografiska variabler. Korrelationer visade, som förväntat att ruminering hade negativa samband med mindfulness, self-kindness och common humanity samt positiva samband med deras motpoler. En hierarkisk regression visade att överidentifiering kunde predicera 6.5% av ruminering kontrollerat för kön och ålder. Ju mer överidentifiering desto mer ruminering. Resultatet från studien kan vara viktigt i arbete med att förebygga ruminering då ruminering kan kopplas till depression.

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The diploma thesis concerns the link between coping and attachment. The primary aim is to discover and define how children cope in respect to specific type of attachment. Research sample includes children at the age of 11-12. Research methodologies include qualitive field research. The data were collected by a questionnaire (Experience in Close Relatioship) for purpose to meassure attachment. Research was then accompanied by semi-structured interviews with children, which based on theories of Lazarus and Folkman (1987) and motivational theory (Skinner and Wellborn, 1994). The findings show that in this research children with secure attachment cope differently from children with other types of attachment. The two groups of children vary in their reactions of stress, how they experience stressful encounters, in their appraisal of stresfull encounters and a purpose of social support. KEYWORDS Stress, coping strategies, attachment, stress reactions, emotional regulation

The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo / emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of &Ccedil / ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &amp / Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz, &amp / Perry, 2002), and Academic Self-Efficacy Scale (ASE) (Jerusalem &amp / Schwarzer, 1981) were used to collect the data. Confirmatory factor analyses (CFA) were performed for the ERT, anxiety subscale of AEQ, and ASE scale. All of the scales were working as intended. Cronbach alpha coefficients were .85 for test anxiety, .76 for ASE, and ranged from .58 to .75 for ERT scale. Four separate hierarchical regression analyses were conducted to examine the role of gender, cognitive appraisal processes (goal congruence, agency, and testing problem efficacy), academic self-efficacy, and test anxiety in predicting four emotion regulation strategies: task focusing, tension reduction, wishful thinking, and self blame strategies. For all strategies, almost all of the predictors were found statistically significant. Test anxiety was found to be the most powerful predictor for all the dependent variables. Girls tend to use more emotional regulation strategies than boys.

Submitted by Mino Correia Rios (mino.rios@gmail.com) on 2015-12-01T18:58:04Z No. of bitstreams: 1 Tese_Mino_Rios.pdf: 1582952 bytes, checksum: f67004dde2128149d95a4582c2c95d06 (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-04-29T15:38:38Z (GMT) No. of bitstreams: 1 Tese_Mino_Rios.pdf: 1582952 bytes, checksum: f67004dde2128149d95a4582c2c95d06 (MD5) / Made available in DSpace on 2016-04-29T15:38:38Z (GMT). No. of bitstreams: 1 Tese_Mino_Rios.pdf: 1582952 bytes, checksum: f67004dde2128149d95a4582c2c95d06 (MD5) / O presente estudo investigou a relação entre estado dos contratos psicológicos e estados emocionais, moderada pela centralidade do trabalho e pelas estratégias de regulação emocional, junto a docentes do ensino superior. Ao longo dos últimos anos o ensino superior brasileiro vem passando por uma série de transformações. Isso levou não somente a uma expansão no número de instituições atuando no país, como também a uma mudança qualitativa no perfil desses centros de ensino e na relação com seu principal elemento estratégico: o docente. Apesar dessas transformações e de seus impactos potenciais, o número de estudos sobre o tema é ainda restrito, tanto em relação ao docente do ensino superior, quanto em termos da relação proposta entre as variáveis. O estudo foi conduzido com base em um survey, com dados sociodemográficos dos participantes, além de medidas de Escala de obrigações dos docentes (envolvendo aspectos acadêmicos e institucionais); Escala de contrapartidas institucionais (divididas em homomórficas e heteromórficas); Escala de estado dos contratos; Escala de afetos positivos e negativos (PANAS); Escala de centralidade do trabalho (Absoluta e relativa); e Escala de estratégias de regulação das emoções (dividida em reavaliação e supressão). Um total de 232 docentes do ensino superior oriundos de diferentes regiões do Brasil responderam à pesquisa. A amostra indica prevalência de docentes de instituições privadas (67,4%) e com até quatro anos de experiência como docentes (45,1%). Em relação ao conteúdo dos contratos psicológicos, os docentes apontaram percepções de obrigações elevadas e diversificadas, ainda que com destaque para aquelas relacionadas ao ensino. Indicaram também expectativas elevadas em relação às contrapartidas institucionais, especialmente em relação àquelas relacionadas de forma mais direta ao que o docente investiu e ao seu investimento enquanto empregado. Em termos da qualidade da troca e dos estados emocionais, a percepção geral é a de contratos satisfeitos em boa parte de seus componentes, e prevalência dos estados emocionais positivos em comparação com os negativos. Os professores indicaram ainda elevada centralidade do trabalho, além do uso prioritário da reavaliação enquanto estratégia de regulação das emoções. Em relação às hipóteses consideradas pelo estudo, a primeira foi plenamente confirmada, tendo em vista que os estados emocionais foram preditos pelos estados dos contratos psicológicos. Os resultados mostram, inclusive, poder preditivo não somente em relação às emoções negativas (objeto da maior parte dos estudos), mas em relação às emoções positivas. Essa predição mostrou-se em especial poderosa em relação às trocas institucionais, sinalizando um docente que percebe seu papel enquanto empregado de forma cada vez mais forte. Na segunda hipótese testou-se o modelo completo, envolvendo o papel moderador da centralidade do trabalho e das estratégias de regulação. Aqui houve apenas suporte parcial, tendo em vista que só foi verificado efeito de moderação no caso das emoções negativas e, ainda assim, de forma limitada. Uma explicação possível, nesse caso, refere-se à prevalência de docentes com pouco tempo de experiência, o que resultaria em menor habilidade de manejo das estratégias de regulação e, assim, com menos efeitos visíveis das mesmas nas vivências emocionais. As principais limitações relacionadas ao estudo referem-se à dificuldade de acesso aos docentes, de modo a incrementar a validade externa do estudo, e a necessidade de se avaliar os fenômenos em questão em termos de suas características dinâmicas, o que seria possível por meio de estudos longitudinais. / The present study investigated the relationship between psychological contracts and emotions, moderated by the centrality of work and the emotion regulation strategies, in the context of university teachers’. Over the past few years, the Brazilian higher education has undergone a series of transformations. This led not only to an expansion in the number of institutions operating in the country, but also a qualitative change in the profile of these educational centers and in the relationship with its main strategic element: the teacher. Despite these changes and their potential impacts, the number of studies on the subject is still limited, both with regard to teaching in higher education, and in terms of the proposed relationship between the variables. The study was conducted based on a survey with demographic data of the participants and teachers obligations Scale measures (involving academics and institutional aspects); Scale institutional counterparts (divided into homomorphic and heteromorphic); Scale of psychological contracts state; Scale of positive and negative affect (PANAS); The centrality of work range (absolute and relative); and Scale of emotion regulation strategies (divided into reappraisal and suppression). 232 teachers of higher education from different regions of Brazil responded to the survey. The sample indicates prevalence of private institutions of teachers (67.4%) and up to four years of experience as teachers (45.1%). Regarding the content of the psychological contract, the teachers pointed perceptions of high and diversified bonds, although especially those related to education. Also indicated high expectations for institutional counterparts, especially regarding those related more directly to the teacher invested and their investment while employed. In terms of quality of the exchange and emotional states, the general perception is pleased contracts in most of its components, and prevalence of positive emotional states compared to the negative. Teachers indicated still high centrality of work in addition to the priority use of evaluation as of emotion regulation strategy. Regarding the assumptions made by the study, the first was fully confirmed, given that emotional states were predicted by the states of psychological contracts. The results show, even predictive power not only in respect of negative emotions (object of most studies), but in relation to positive emotions. This prediction proved to be powerful in particular in relation to institutional exchanges, signaling a faculty that perceives its role as employee ever more strongly. In the second hypothesis tested the complete model, involving the moderating role of the centrality of labor and regulatory strategies. Here there was only partially supported, considering that were only investigated the effect of restraint in the case of negative emotions and yet in a limited manner. One possible explanation in this case refers to the prevalence of teachers with little experience of time, which would result in less management ability of regulatory strategies and thus less visible effects of the same emotional experiences. The main limitations to the study refer to the difficulty of access to teachers in order to increase external validity, and the need to evaluate the phenomena in question in terms of its dynamic characteristics, which would be possible through longitudinal studies.

This diploma thesis aims to introduce the topic of emotion stimulation and emotion regulation in pre-school age from the perspective of adults and to look for institutional possibilities of development and support of emotional development of pre-schoolers. The text consists of two main parts: theoretical and empirical. In the theoretical part, the main terms of the thesis (emotion stimulation and emotion regulation) are introduced and presented in the context of pre-school age. In this context, the focus is on the two main areas of a pre-schooler's life: family and, primarily, kindergarten. This part of the thesis is concluded by a summary of the importance of the optimal stimulation and support of the emotion regulation skills in pre-schoolers. The empirical part has a qualitative character. It explores how selected kindergarten teachers (n=5) stimulate and regulate emotional expression of their pupils. The empirical survey uses thematic analysis of semi-structured interview and video recording. The results of the analysis are discussed in the final chapter. Keywords: emotion stimulation, emotion regulation, pre-school age, kindergarten, emotion regulation strategies

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L’extirpation compulsive des poils et de la peau, ainsi que le rongement des ongles constituent des gestes destructeurs et non-fonctionnels appartenant à la catégorie des comportements répétitifs centrés sur le corps (CRCC). Dans les dernières années, plusieurs études ont souligné des caractéristiques communes entre les CRCC et les troubles alimentaires (TA). Des modèles théoriques ont notamment mis en lumière l’importance des difficultés de régulation émotionnelle chez ceux atteints de CRCC et de compulsions alimentaires. Plusieurs auteurs ont suggéré que la honte possédait un rôle important dans le déclenchement et le maintien de ces comportements impulsifs. De plus, la honte physique et les conséquences associées à ces comportements contribueraient à la persistance du cycle de la honte. À ce jour, de nombreux processus cognitifs utilisés pour caractériser ces conditions restent inexplorés, incluant les stratégies cognitives de régulation émotionnelle et l'autocritique (i.e., évaluation néfaste et punitive de soi). L’étude de ces processus cognitifs et de la honte contribuera au raffinement des modèles théoriques existants. Par ailleurs, l’étude en parallèle des CRCC et des TA permettra de comparer les processus divergents et convergents entre ces conditions souvent concomitantes. Le premier article de cette thèse porte sur une étude en ligne ayant été effectuée par le biais de questionnaires auto-rapportés auprès d’un échantillon d’adultes provenant de la population générale (n=76). De nature exploratoire, cette étude vise à identifier la relation entre la sévérité des symptômes de CRCC et de TA, l’autocritique, la honte et les stratégies cognitives de régulation émotionnelle inadaptées. Les résultats montrent une corrélation positive entre les symptômes de CRCC et de TA et les processus étudiés. De plus, ces résultats indiquent que la honte et les stratégies de régulation émotionnelle inadaptées expliquent en partie la sévérité des symptômes de CRCC, tandis que l’autocritique explique la sévérité des symptômes de TA. Le deuxième article présenté dans le cadre de cette thèse porte sur une étude expérimentale effectuée auprès de trois groupes de femmes, soit un groupe témoin (n=18), un groupe atteint de CRCC (n=18) et un groupe s’engageant dans des compulsions alimentaires et souffrant d’un TA (n=18). L’objectif principal de cette étude est d’explorer le rôle de la honte dans l’envie de s’engager dans des CRCC et des compulsions alimentaires. Les résultats de cette étude confirment que la honte augmente l’envie de s’engager dans des CRCC, sans toutefois augmenter l’envie de s’engager dans des compulsions alimentaires. Par ailleurs, les résultats mettent en lumière la présence d’un sentiment de honte subséquemment à des épisodes de CRCC et de compulsions alimentaires. Les données obtenues soulignent l’importance de la honte comme facteur précipitant un épisode de CRCC, ainsi que comme facteur de maintien des CRCC et des compulsions alimentaires. Pour conclure, les résultats de cette thèse doctorale appuient le rôle de la honte dans la sévérité des symptômes de CRCC, ainsi que comme facteur déclencheur et de maintien des épisodes de CRCC. En plus de discuter de l’ensemble des résultats de la présente thèse, les principales limites et les forces sont présentées dans la discussion. Les implications théoriques et cliniques, ainsi que des pistes pour orienter les recherches futures sont également proposées. / Compulsive hair-pulling, skin-picking and nail-biting are destructive and non-functional habits that are classified as body-focused repetitive behaviors (BFRBs). Over the past few years, several studies have highlighted common characteristics between BFRBs and eating disorders (EDs). Notably, theoretical models have highlighted the role played by emotional regulation difficulties during BFRB and binge eating episodes. Several authors have suggested that shame plays an important role in the precipitation and maintenance of these impulsive behaviors. Further, the physical shame and the consequences associated with these behaviors contribute to propelling a “cycle of shame”. To this day, many of the cognitive processes used to characterizing these conditions remain unexplored, including cognitive emotion regulation strategies and self-criticism (i.e., harmful and punitive self-assessment). The investigation of these cognitive processes and shame will contribute to refining existing models. Moreover, studying BFRBs and EDs simultaneously allows us to compare the diverging and converging processes between these often-comorbid conditions. The first article presented within the framework of this thesis aims to identify the relationship between BFRB and ED symptom-severity, self-criticism, shame, and maladaptive cognitive emotion regulation strategies. More exploratory in nature, this study was conducted with an online sample of adults from the community using self-reported questionnaires. The results demonstrate a positive correlation between BFRB and ED symptoms, along with the other processes studied. Additionally, shame and maladaptive emotional regulation strategies partly explained BFRB symptom severity, whereas self-criticism explained ED symptom severity. The second article of this thesis aims to evaluate the impact of shame on the urge to engage in episodes of BFRBs and binge eating. This experimental study was carried out with three groups of women, namely a control group (n = 18), a BFRB group (n = 18), and a group of people suffering from an ED involving binge eating behaviors (n = 18). Findings confirmed that shame increases the urge to engage in BFRBs, but not the urge to engage in binge eating. Moreover, results highlighted the persistence of feelings of shame following BFRB and binge eating episodes. Findings from this study underline the importance of shame as a precipitating factor to BFRB episodes, as well as a maintenance factor to BFRBs and binge eating. Compared to the control group, the BFRB and binge eating groups demonstrated increased sensitivity to shame. Overall, the results of the present thesis support the role of shame in BFRB symptoms severity, as well as a trigger and maintenance factor for BFRB episodes. In addition to discussing the results of this thesis, its main limitations and strengths will be presented in the discussion. The theoretical and clinical implications, as well as perspectives for future research will also be discussed.