In the present study possible associations between driver characteristics and aggressive driving were examined. 210 participants responded to a questionnaire consisting of self-report measures of emotion regulation ability, personality traits, and attitudes towards traffic behaviours in a Swedish translation of the Propensity for Angry Driving Scale (PADS). The main results showed that females, older age, agreeableness, openness, and social desirability were negatively correlated with angry driving behaviour as measured by the PADS. Impulsivity, attention seeking, trait irritability, verbal trait aggression, positive attitude towards speeding, and a high self-reported car manoeuvring ability were positively correlated with angry driving. Partial correlations showed that social desirability, trait irritability, and a positive attitude towards speeding explained most of the unique variance. Multiple regression analysis showed that trait irritability, positive attitude towards speeding, and a high self-reported car manoeuvring ability were the most important predictors of angry driving.

This study aims to investigate cognitive response styles to positive affect. A Swedish version of the Responses to Positive Affect questionnaire (RPA) was psychometrically evaluated and experimentally tested as participants were mood induced. The 3-factor model for the RPA questionnaire (Self-focused positive rumination, Emotion-focused positive rumination and Dampening) was replicated, and the RPA was further explored through analyses of convergent and incremental validity. The experimental results revealed that the two positive rumination subscales had a strong relationship with each other and current positive affect. However, none of the RPA subscales functioned as moderators in the relationship between cognitive response style and participants’ mood reactivity.

The study of achievement goals has begun to examine the underlying mechanisms that link goal orientations in order to develop a more accurate model that explains achievement outcomes. Currently, performance-approach goal orientations are inconsistently linked to affective, cognitive, and behavioral outcomes. Little research has considered the underlying mechanisms that sustain performance-approach goal orientations, particularly for early adolescents. This study explores the ways in which adolescents modify or regulate the emotional experiences that can interfere with or enhance the attainment of performance-approach goals and achievement. As such, this dissertation examined the role of emotion regulation as a critical process in the pursuit of performance-approach goal orientations that explains how individuals can modify their emotional experiences in order to achieve in a middle school sample (N=328). Students completed self-report measures of their goal orientations and other background variables. After taking a unit math exam, students reported on the emotions that they experienced during the exam. Structural equation modeling was used to examine associations among student goals, emotional experiences, strategies for regulating emotions, and math achievement. Results demonstrated evidence that emotion regulation strategies moderated the relation between performance-approach goals and achievement on a math test. The study found partial support for the PARE model, indicating that performance-approach goals are associated with achievement outcomes when students experience debilitating emotions and utilize emotion regulation strategies. / Dissertation

ABSTRACT THE RELATIONSHIP AMONG ATTACHMENT STYLE, AFFECT REGULATION, PSYCHOLOGICAL DISTRESS AND MENTAL CONSTRUCTION OF THE RELATIONAL WORLD Ruganci, Ruhsar Neslihan PhD., Department of Psychology Supervisor: Assoc. Prof. Dr. Tulin Gen&ccedil / &ouml / z February 2008, 271 pages In this study interpersonal world of the individual was tried to be conceived with its cognitive and affective domain. Two Studies were carried out. In the first study, adaptation of the Difficulty of Emotion Regulation Scale (DERS) developed by Gratz &amp / Roemer (2004), into Turkish was carried out. Additionally, the relation of secure (Ss), dismissing (Ds), preoccupied (Ps), fearful (Fs) and mixed insecure attachment styles with emotion regulation, and the mediator role of the emotion regulation in the association between each attachment style and psychological distress were analyzed, the results of which were also expected to serve for the strength of the validity of Turkish version . As a result of Study I, Turkish version of DERS was established with considerable reliability regarding alpha coefficient, test-retest and split-half reliabilities. Aapproximately similar factor structure with the original version indicating Construct Validity , as an indication of Concurrent Validity DERS and its subscales displayed significant relation with psychological symptoms, and DERS differentiated high and low distress level regarding Criterion Validity. Additionally, Ss were displayed significantly better emotion regulation in general compared to three insecure categories (i.e., except Ds but including Ps, Fs, Mixed insecures), and Ss significantly differed from total insecures in terms of every strategy of emotion regulation as well . Furthermore, psychological distress and Ss, Ps, Fs, (but not Ds) relationship were mediated by emotion regulation. These results were providing additional support for the validity of the Turkish version of DERS. In the second study, possible Clinical and Control Group differences were investigated through comparing the secure, insecure attachment styles of the participants in relation to emotion regulation, psychological distress and their personal construct system regarding the internal representation of self and significant others. Again, mediation of emotion regulation in the association between attachment style and psychological distress were examined both in Clinical and Control Group. Results revealed that Clinical Group had more difficulty to regulate their emotions, except awareness skill and had more psychological distress compared to Control Group. The strength of Ss was displayed with better emotion regulation and less psychological distress even in Clinical Group compared to insecure attachment styles. Effective emotion regulation, as a mediator was associated to low level of psychological distress for Ss, while problem in emotion regulation as a mediator was associated to high level of psychological distress for insecure attachment style both in Clinical and Control Group. Additionally, Ss seemed to integrate the &amp / #8216 / positives&amp / #8217 / and &amp / #8216 / negatives&amp / #8217 / into &amp / #8216 / self&amp / #8217 / and &amp / #8216 / others&amp / #8217 / rather than splitting and have better cognitive complexity or multi-dimensional view besides more integrated system compared to insecure attachment styles. Results were discussed considering the promising efficiency of instruments that can be used in Clinical Psychology research and considering the implications regarding the prevention and intervention in Clinical practice.

The purpose of the current study was to examine the path of perceived parenting styles, emotion recognition, emotion regulation, and psychological well-being in terms of depression, obsessive-compulsive disorder and social anxiety symptoms consequently. For the purpose of this study 530 adults (402 female, 128 male) between the ages of 18 and 36 (M = 22.09, SD = 2.78) participated in the current study. The data was collected by a questionnaire battery including a Demographic Category Sheet, Short-EMBU (Egna Minnen Betraffande Uppfostran- My Memories of Upbringing), &ldquo / Reading the Mind in the Eyes&rdquo / Test (Revised), Emotion Regulation Questionnaire, Emotion Regulation Processes, Beck Depression Inventory, Liebowitz Social Anxiety Scale, Maudsley Obsessive Compulsive Inventory, White Bear Suppression Inventory, Thought-Action Fusion Scale, and Emotional Approach Coping Scale. The psychometric properties of Emotion Regulation Questionnaire and Emotion Regulation Processes were investigated and found to have good validity and reliability characteristics. The three sets of hierarchical multiple regression analyses were conducted to reveal the significant associates of psychological well-being. As expected, the results of the current study revealed that perceived parenting styles, different emotion regulation strategies and processes had associated with psychological well-being in terms of depression, obsessivecompulsive disorder and social anxiety symptoms. The findings, and their implications with suggestions for future research and practice, were discussed in the light of relevant literature.

The purpose of the study was to examine the influences of basic personality traits, cognitive emotion regulation and interpersonal problems on the cognitive aspects of personality disorders. 1298 adult participants (411 males and 887 females) between the ages of 18 and 68 (M = 26.85, sd = 7.95) participated in the study. In the first part of the study, Inventory of Interpersonal Problems was adapted to Turkish, and psychometric properties of the adapted inventory as well as Cognitive Emotion Regulation Questionnaire and Personality Belief Questionnaire were analyzed and were found to have good validity and reliability characteristics. Differences in demographic variables and correlational data for the measures were examined. Direct and mediational models were used to investigate the relationship among basic personality traits, cognitive emotion regulation, interpersonal problems and personality disorder beliefs. The results revealed that openness and neuroticism were associated with positive and negative emotion regulation, respectively. Neuroticism, negative valence and catastrophization were associated with interpersonal problems positively whereas extraversion was associated with them negatively. In terms of personality psychopathology, neuroticism, catastrophization, blaming others, and being cold and domineering in relations were found to be positively associated with personality disorder beliefs. Furthermore, the effect of neuroticism and negative valence on personality disorder beliefs was mediated by interpersonal problems, with the effect of negative valence also being mediated by negative cognitive emotion regulation. The findings and their implications with suggestions for future research and clinical applications, were discussed in the light of relevant literature.

The purpose of the present study is to examine the relationship between gender, self-control, emotion regulation, rumination and test anxiety. In other words, the study aimed at investigating how well each of the mentioned independent variables contributes to explain variance of test anxiety. The participants (N=188) were reached by convenient sampling procedure. The sample consisted of preparatory students studying in a private university in Ankara. Data were collected by a demographic form and four scales as Test Anxiety Inventory (Spielberger, 1980), Self-Control Scale (Tangney, Baumeister, &amp / Boone, 2004), Emotion Regulation Questionnaire (Gross &amp / John, 2003), and Ruminative Response Scale (Treynor, Gonzalez, &amp / Nolen-Hoeksema, 2003). For this study, hierarchical multiple regression analysis was utilized to examine the data. The results revealed that gender, self-control, two emotion regulation strategies (cognitive reappraisal and suppression) and also brooding as a ruminative response significantly correlated to test anxiety of university students. Furthermore, self-control and cognitive reappraisal were found to be correlated with test anxiety stronger than the other independent variables. Reflection as another ruminative response was not found to be correlating with test anxiety within the suggested model. The findings obtained from the present study are discussed with regards to the related literature, and conclusions were drawn accordingly.

Decades of research suggest that talking on a cell phone interferes with driving performance, but the underlying mechanisms of this interference remain poorly understood. Driving and cell phone research often generalizes easy, novice laboratory tasks to the well practiced task of driving, and it frequently ignores important factors like emotion in tasks used to represent cell phone conversation. This experiment sought to address these issues. Participants performed a tracking task and two verbal tasks over 7 one-hour sessions. At some times the tasks were performed individually, and at others the tracking task was performed concurrently with one of the verbal tasks. Participants watched an anger-inducing film clip at the beginning of the 7th session and were instructed to either down-regulate or maintain that anger. Results challenged the validity of generalizing easy novice task performance to driving performance.

Although common in toddlerhood, for most children, antisocial behavior declines with age. The current study examined whether changes in maternal sensitivity, children's social skills, emotion regulation, and hostile attributions account for these declines. Data from 1022 participants, (52% female; 87% Caucasian) from the NICHD SECCYD were examined from 54 months through 6th grade. Analyses revealed that increases in sensitivity, social skills, and emotion regulation predicted decreases in antisocial behavior. Increases in sensitivity predicted declines because they promoted social skills and emotion regulation. Decreases in antisocial behavior predicted subsequent increases in sensitivity, children's social skills, emotion regulation, and decreases in hostile attributions. Increasing sensitivity, children's social skills, and emotion regulation, appear to be critical factors for naturally-occurring declines in antisocial behavior. / text

Emotions are thought to be one of the key factors that critically influences human decision-making. Emotion regulation can help to mitigate emotion related decision biases and eventually lead to a better decision performance. Serious games emerged as a new angle introducing technological methods to learning emotion regulation, where meaningful biofeedback information communicates player's emotional state. Games are a series of interesting choices, where design of those choices could support an educational platform to learning emotion regulation. Such design could benefit digital serious games as those choices could be informed though player's physiology about emotional states in real time. This thesis explores design and evaluation methods for creating serious games where emotion regulation can be learned and practiced. Design of a digital serious game using physiological measures of emotions was investigated and evaluated. Furthermore, it investigates emotions and the effect of emotion regulation on decision performance in digital serious games. The scope of this thesis was limited to digital serious games for emotion regulation training using psychophysiological methods to communicate player's affective information. Using the psychophysiological methods in design and evaluation of digital serious games, emotions and their underlying neural mechanism have been explored. Effects of emotion regulation have been investigated where decision performance has been measured and analyzed. The proposed metrics for designing and evaluating such affective serious games have been extensively evaluated. The research methods used in this thesis were based on both quantitative and qualitative aspects, with true experiment and evaluation research, respectively. Digital serious games approach to emotion regulation was investigated, player's physiology of emotions informs design of interactions where regulation of those emotions could be practiced. The results suggested that two different emotion regulation strategies, suppression and cognitive reappraisal, are optimal for different decision tasks contexts. With careful design methods, valid serious games for training those different strategies could be produced. Moreover, using psychophysiological methods, underlying emotion neural mechanism could be mapped. This could inform a digital serious game about an optimal level of arousal for a certain task, as evidence suggests that arousal is equally or more important than valence for decision-making. The results suggest that it is possible to design and develop digital serious game applications that provide helpful learning environment where decision makers could practice emotion regulation and subsequently improve their decision-making. If we assume that physiological arousal is more important than physiological valence for learning purposes, results show that digital serious games designed in this thesis elicit high physiological arousal, suitable for use as an educational platform.