Syftet med föreliggande studie var att undersöka effekten av en Mindfulness-Acceptance-Commitment (MAC) intervention på dispositionell idrottsmindfulness, emotionsreglering och prestation (själv- och tränarskattad) över tid. Data samlades in i nämnda variabler före, under och efter interventionen, som innehöll åtta sessioner. Studiens deltagare var akademifotbollsspelare (n = 32 Målder = 17.06. SD = 0.72) från två olika fotbollslag. Envägs beroende ANOVA visade att MAC hade en statistiskt signifikant effekt på emotionsreglering och subskalorna acceptans och uppmärksamhet i dispositionell idrottsmindfulness. MAC hade ingen statistiskt signifikant effekt på prestation (själv- och tränarskattad) eller subskalan medvetenhet i dispositionell idrottsmindfulness. Uppföljande post-hoc test visade att deltagarna förändrats över tid i emotionsreglering och subskalan acceptans. Resultat visar att MAC har en effekt på vissa prestationsrelaterade utfall hos unga fotbollsspelare. / The aim of the present study was to examine the effect of a Mindfulness-Acceptance-Commitment (MAC) intervention on sport-specific dispositional mindfulness, emotion regulation, and performance (self- and coach-rated) over time. Data were collected on aforementioned variables before, during, and after the intervention, which consisted of eight sessions. The participants in the study were academy football players (n = 32, Mage 17.06, SD = 0.72) from two different football teams. One-way repeated measures ANOVA revealed that MAC had a statistically significant effect on emotion regulation and the subscales acceptance and attention in sport-specific dispositional mindfulness. MAC did not have a statistically significant effect on performance (self- and coach-rated) or the awareness subscale in sport-specific dispositional mindfulness. Follow-up post-hoc tests indicated that participants changed over time in emotion regulation and the acceptance subscale. The results demonstrate that MAC has an impact on certain performance-related outcomes for young football players.

Background. The current study was conducted to increase understanding of factors that promote or deter post-combat adaptation. In total, five research questions were posed and tested, leading to examination of how difficulties with emotion regulation, post-deployment coping self-efficacy (PDCSE), and disrupted worldview work in-concert to influence post-combat adaptation (as measured by PTSD severity, depression severity, and quality of life perceptions). Methods. The final sample included cross-sectional data for 123 OEF/OIF veterans who were referred for assessment and/or treatment in an outpatient clinic in a Veterans Affairs Medical Center. Path analysis, employing bootstrapping re-sampling, was used to test hypotheses, yielding metrics for model fit, direct effects, and hypothesized indirect effects. Results. Overall findings demonstrated that each of the models tested were a good fit for explaining post-combat adaptation outcomes, with the final integrated model (including combat exposure, difficulties with emotion regulation, PDCSE, and negative worldview) explaining 49% of the variance in PTSD, 60% of the variance in depression severity, and 42% of the variance in quality of life, respectively. Findings across all models demonstrated that emotion dysregulation played a significant role in promoting worse post-combat adaptation, and that this effect primarily worked through alterations in PDCSE and negative worldview. Conclusions. This study concludes with interpretation of findings via theory and the extant literature. Future research and intervention implications are discussed, including the need to focus post-combat therapies on altering PDCSE and negative worldview, and more broadly, on factors that diminish meaningful life for combat veterans. / Ph. D.

Parenting stress has been closely studied largely in relation to implications for the parent and implications for children. Emotion regulation refers to the processes in which one interprets and experiences emotions. Little has been done examining how parenting stress and mother emotion regulation relates to dyadic interaction between mother and child. Because of the compounding nature of stress as identified in the ABCX model of family stress and resilience theory, understanding parenting stress in its entirety and how mothers experience and deal with said parenting stress is crucial to understanding family processes, as it is not possible to partition the mother and child into separate spheres, per family systems theory. Maternal parenting behaviors cannot be conceptualized in isolation of the mother-child dyad; therefore, it is important to understand maternal processes and behaviors that relate to parenting and also the dyad. The current study examined the moderating impact of maternal emotion regulation on the relation between maternal parenting stress and three facets of dyadic interaction, including conflict, cooperation, and reciprocity. Mothers and their 4-5.5-year-old children (n=116) participated in a teaching task wherein mothers instructed their child to build figures with interlocking blocks based on provided images. Six hypotheses were examined. Regression analyses revealed that neither maternal cognitive reappraisal nor maternal emotion suppression moderated the relation of total parenting stress to parent-child dyadic interaction. However, preliminary correlation analyses revealed that dyads with boys experienced higher scores of dyadic conflict. Boys in the sample were also younger than girls. Considerations for lack of significant findings are explored including the role of maternal characteristics, child characteristics, and goodness-of-fit. Future exploration is necessary to examine how parent characteristics like maternal emotion regulation and parenting stress may relate to dyadic interactions with children. / M.S. / Most of the research on parenting stress, which is the stress that parents may feel related to their roles as parents, examines how it is related to parenting behavior or directly to their children’s behavior. There is little research on how parenting stress and maternal emotion regulation, which how mothers control their emotions, relate to dyadic interactions between mothers and children. Theories of family stress suggest that stress builds over time; therefore, it is important to understand all aspects of parenting stress. When any family member experiences stress, theories suggest that their stress can affect other family members. Maternal parenting behaviors, however, cannot be viewed separately from patterns of dyadic interaction between mothers and children; it is important to understand how maternal characteristics, including parenting stress and emotion regulation, relate to patterns of dyadic mother-child interaction. The current study examined how maternal parenting stress related to three types of dyadic interaction, including conflict, cooperation, and reciprocity. It was expected that how parenting stress would relate to dyadic interaction would be different depending on how mothers reported regulating their emotions. Mothers and their 4-5.5-year-old children (n=116) participated in a building task where mothers taught children how to make figures out of interlocking blocks based on pictures provided to mothers. Findings showed that maternal emotion regulation did not increase or decrease how maternal parenting stress related to dyadic interaction between mothers and children. Dyads with boys, however, experienced higher scores of dyadic conflict, and boys in the sample were also younger than girls. Future exploration is needed to examine how parent characteristics like maternal emotion regulation and parenting stress may relate to dyadic interactions between mothers and children.

Research has suggested that emotion regulation may be an important predictor of problematic outcomes for children. In particular, the lack of emotion regulation and the inability to effectively utilize emotion regulation have been investigated within the context of children's problematic behaviors. Thus, identifying variables that may be related to the development of emotion regulation abilities in children may prove important for formulating the psychological interventions that are used with young children. One important protective variable may be the parent-child relationship, as empirical evidence suggests that multiple characteristics associated with parenting and the parent-child relationship are intertwined with the emotional development of children. Therefore, this study examined the relationships among parental self-efficacy, parenting style, parents' perceptions of their children· and perceived emotion regulation abilities in preschool children. Thirty-six parents with children between the ages of 2- and 6-years old who were attending private preschool facilities in the greater Orlando area completed measures regarding their parenting behaviors and characteristics, as well as about their children's emotional and behavioral functioning. Results of this study indicate that parenting self-efficacy predicts significantly parenting style and parents' perceptions of children, but does not predict significantly discipline style, and that the parenting variables examined in this study predict significantly reported levels of children, s emotion regulation. These findings emphasize the importance of research investigating the relationships among parenting behaviors and emotional development in young children for bettering the outcomes of these children.

Autonom Sensorisk Meridiansk Respons (ASMR) är ett nytt fenomen som ofta kopplas till avslappning och välmående. Syftet med den föreliggande studie var att undersöka samband mellan självrapporterade ASMR-upplevelser (modifierad ASMR-15) och uppmärksamhetskontroll (ACS), mindfulness (MAAS), och emotionsreglering (ERQ). Förutom detta ligger det i studiens intresse att ta individuella skillnader relaterade till ålder och tidigare ASMR-upplevelse och ASMR-kunskap i beaktande. Studien har 110 deltagare (Målder= 28.74, SDålder = 9.87, åldersvidd 18–57) som genomfört en online enkätundersökning. Resultatet visade en negativ korrelation mellan ASMR och uppmärksamhetskontroll, som kan förklaras med hämnade kontroll. Därutöver visade resultatet att yngre rapporterade mer ASMR-kunskap och tidigare upplevelser av ASMR än äldre, detta resultat är i linje med tidigare studier. Det fanns ingen skillnad mellan åldersgrupperna i ASMR (modifierade ASMR-15 skalan). / Autonomous Sensory Meridian Response (ASMR) is a new phenomenon that is often linked to relaxation and well-being. The aim of the present study was to investigate the relationship between self-reported ASMR experiences (modified ASMR-15) and attentional control (ACS), mindfulness (MAAS), and emotion regulation (ERQ). In addition to this, it was in the interest of the current study to take individual differences related to age and previous ASMR experience and ASMR knowledge into account. The study included 110 participants (Mage= 28.74, SDage = 9.87, rangeage 18-57) who completed an online survey. The results showed a negative correlation between ASMR and attentional control, which can be explained by inhibitory control. Moreover, the results showed that younger people reported more ASMR knowledge and previous experiences of ASMR than older people, this result is in line with previous studies. There was no difference between the age groups in ASMR (modified ASMR-15 scale).

Spending your time „nurturing what is right‟ enables people to grow and negotiate the problems of life which is more than only fixing what is wrong. The World Health Organisation also defined well-being as more than not ill-being. Flourishing is an optimal state of well-being. The question is, „what is it that flourishers do different from non-flourishers?‟ Pharmacy students prepare themselves for a profession which is being bombarded with change; they are the pharmacists of tomorrow. Among them some students flourish and the others do not. This study aimed to look at possible pathways to flourishing that flourishers utilise. In this way the study addressed several gaps in the knowledge regarding flourishing: 1) The prevalence of flourishing among pharmacy students, 2) The role of demands and resources in flourishing of students, 3) The role of antecedent factors of basic psychological need satisfaction on the basic psychological need satisfaction of students and therefore in their flourishing, and 4) The use of positive affect regulation (an internal strategy) as a pathway to flourishing. A cross-sectional design was utilised. The study population was all the enrolled pharmacy students at the North West University during 2014. A convenience sample of 779 students participated. The measuring battery consisted of the Mental Health Continuum-Short Form (MHC-SF; Keyes, 2009), the Emotional Regulation Profile-Revised (ERP-R; Nelis, Quoidbach, Hansenne, & Mikolajczak, 2011), the Balanced Measure of Psychological Needs (BMPN; Sheldon & Hilpert, 2012), statements about the antecedents of basic psychological need satisfaction and statements about demands and resources, developed for the purpose of this study, and a demographic questionnaire. Structural equation modelling, invariance testing and latent class analysis were some of the statistical techniques used to analyse the cross-sectional data. Manuscript one addressed the prevalence of flourishing among pharmacy students as well as possible differences between the year groups. The manuscript also investigated the role of workload as a study demand and the lecturer as a study resource and the possible interaction between them in the flourishing of students. Year group as a possible moderator in the respective relationships between demands, resources, the interaction between them on the one hand and flourishing on the other, were also assessed. 40% of the group flourished whilst 57% was moderately healthy and 3% languished. The different year groups negotiated the demands and resources in their study environment differently in their path to flourishing. The possible pathways to flourishing in this context were identified as the use of lecturer support (a resource), especially when the workload (a demand) is high and the successful negotiation of workload over their four years of study. Manuscript two dealt with the impact of antecedent factors of basic psychological need satisfaction of pharmacy students on their basic psychological need satisfaction and therefore ultimately the influence of these contextual factors on their flourishing. The researcher wanted to determine whether there is a difference in the role(s) that family, peers, lecturers and workload play in the satisfaction of the students‟ basic psychological needs (relatedness, competence and autonomy). Year group as a moderator in these respective relationships was also investigated. Family and peers played the most important role in need satisfaction of students. However, lecturers can actively engage in supporting the need satisfaction of students, which would increase their levels of autonomous motivation and thereby their levels of flourishing. In manuscript three the use of internal strategies as pathways to flourishing were explored. Positive emotion regulation strategies have a positive relationship with well-being. However, a person can dampen or savour his or her positive emotions. The students were clustered into distinctive groups by means of a latent class analysis. Three distinctive groups were posterior identified based on the characteristics of group members, namely flourishers, languishers and moderately healthy students. Regression analyses of the three groups revealed that flourishers are the only group that most likely will utilise savouring positive emotion regulation strategies and refrain from utilising dampening positive emotion regulation strategies. Pathways to flourishing that flourishing pharmacy students utilise are therefore the use of savouring positive emotion regulation strategies and the non-use of dampening positive emotion regulation strategies.

Spending your time „nurturing what is right‟ enables people to grow and negotiate the problems of life which is more than only fixing what is wrong. The World Health Organisation also defined well-being as more than not ill-being. Flourishing is an optimal state of well-being. The question is, „what is it that flourishers do different from non-flourishers?‟ Pharmacy students prepare themselves for a profession which is being bombarded with change; they are the pharmacists of tomorrow. Among them some students flourish and the others do not. This study aimed to look at possible pathways to flourishing that flourishers utilise. In this way the study addressed several gaps in the knowledge regarding flourishing: 1) The prevalence of flourishing among pharmacy students, 2) The role of demands and resources in flourishing of students, 3) The role of antecedent factors of basic psychological need satisfaction on the basic psychological need satisfaction of students and therefore in their flourishing, and 4) The use of positive affect regulation (an internal strategy) as a pathway to flourishing. A cross-sectional design was utilised. The study population was all the enrolled pharmacy students at the North West University during 2014. A convenience sample of 779 students participated. The measuring battery consisted of the Mental Health Continuum-Short Form (MHC-SF; Keyes, 2009), the Emotional Regulation Profile-Revised (ERP-R; Nelis, Quoidbach, Hansenne, & Mikolajczak, 2011), the Balanced Measure of Psychological Needs (BMPN; Sheldon & Hilpert, 2012), statements about the antecedents of basic psychological need satisfaction and statements about demands and resources, developed for the purpose of this study, and a demographic questionnaire. Structural equation modelling, invariance testing and latent class analysis were some of the statistical techniques used to analyse the cross-sectional data. Manuscript one addressed the prevalence of flourishing among pharmacy students as well as possible differences between the year groups. The manuscript also investigated the role of workload as a study demand and the lecturer as a study resource and the possible interaction between them in the flourishing of students. Year group as a possible moderator in the respective relationships between demands, resources, the interaction between them on the one hand and flourishing on the other, were also assessed. 40% of the group flourished whilst 57% was moderately healthy and 3% languished. The different year groups negotiated the demands and resources in their study environment differently in their path to flourishing. The possible pathways to flourishing in this context were identified as the use of lecturer support (a resource), especially when the workload (a demand) is high and the successful negotiation of workload over their four years of study. Manuscript two dealt with the impact of antecedent factors of basic psychological need satisfaction of pharmacy students on their basic psychological need satisfaction and therefore ultimately the influence of these contextual factors on their flourishing. The researcher wanted to determine whether there is a difference in the role(s) that family, peers, lecturers and workload play in the satisfaction of the students‟ basic psychological needs (relatedness, competence and autonomy). Year group as a moderator in these respective relationships was also investigated. Family and peers played the most important role in need satisfaction of students. However, lecturers can actively engage in supporting the need satisfaction of students, which would increase their levels of autonomous motivation and thereby their levels of flourishing. In manuscript three the use of internal strategies as pathways to flourishing were explored. Positive emotion regulation strategies have a positive relationship with well-being. However, a person can dampen or savour his or her positive emotions. The students were clustered into distinctive groups by means of a latent class analysis. Three distinctive groups were posterior identified based on the characteristics of group members, namely flourishers, languishers and moderately healthy students. Regression analyses of the three groups revealed that flourishers are the only group that most likely will utilise savouring positive emotion regulation strategies and refrain from utilising dampening positive emotion regulation strategies. Pathways to flourishing that flourishing pharmacy students utilise are therefore the use of savouring positive emotion regulation strategies and the non-use of dampening positive emotion regulation strategies.

Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking. Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review. Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking. Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.

本研究旨在了解大學生的演說焦慮情形，並探討背景變項、幽默感、情緒調節與演說焦慮的關係以及演說焦慮與創造力、職業選擇的關係。本研究以台灣地區公私立大學的學生為抽取對象進行施測，有效問卷共863份(男290人，女573人)。研究工具包括「演說焦慮量表」、「情緒調節量表」、「幽默因應量表」、「創新行為量表」、「職業選擇量表」。所得資料採用因素分析、信度分析、描述統計分析、皮爾森積差相關、多元迴歸分析、典型相關分析、單因子多變量變異數分析等方法進行統計分析。 本研究結果如下： 1.有半數以上的大學生認為自己有演說焦慮。在性別方面，女生較男生容易感到演說焦慮，而男生會運用互動幽默的策略來降低焦慮。在地區方面，南部大學生比北部大學生容易感到演說焦慮。 2.在情緒調節方面，愈傾向使用重新評估和沈著冷靜策略，則愈少感受到演說焦慮，也愈會用正向的因應策略，並較能從過去的焦慮演說經驗中獲得正向的影響。而愈傾向使用壓抑策略，則愈常在演說時感受到身心緊張與準備不足，也愈會用負向的因應策略，並且也愈會從過去的焦慮演說經驗中獲得負向的影響。 3.大學生愈傾向使用幽默來因應生活和困境，或是愈會在社交場合和一般生活中創造出幽默的想法或行為，則愈會使用較正向的演說焦慮因應策略，並愈能從過去的焦慮演說經驗中獲得較正向的影響。大學生愈傾向使用幽默來因應生活，則愈少感受到演說焦慮，也愈會使用較正向的演說焦慮因應策略，並愈能從過去的焦慮演說經驗中獲得較正向的影響。 4.大學生愈不會感受到演說焦慮，則其創新行為與創意擴散會愈高。大學生的演說焦慮因應和演說焦慮經驗影響愈正面，其創新行為與創意擴散會愈高。 5.大學生愈容易感受到演說焦慮，則會較傾向選擇不需要公開發言的工作。在演說焦慮因應和演說焦慮經驗影響愈正面，則會傾向於選擇需要公開發言的工作。 6.在以情緒調節和幽默感預測演說焦慮的多元迴歸模式中發現，情緒調節方式愈傾向沈著冷靜，且在生活和困境中會以幽默來因應、並能在社交場合創造出幽默的想法或行為，則其演說焦慮感受會愈低；情緒調節方式愈傾向重新評估、沈著冷靜，愈不傾向使用壓抑的方式，且在生活中會使用幽默來因應、並能在一般生活中創造出幽默的想法或行為，則其演說焦慮因應會愈正向；情緒調節方式愈傾向重新評估、沈著冷靜，愈不傾向使用壓抑的方式，且在生活中會使用幽默來因應、並在一般生活中創造出幽默的想法或行為，則其演說焦慮因應和演說焦慮經驗影響會愈正向。 7.在以演說焦慮為自變項，創新行為做為依變項的多元迴歸模式中發現，演說焦慮因應和演說焦慮經驗影響愈積極正向，則愈容易有創新行為。在以演說焦慮為自變項，創意擴散做為依變項的多元迴歸模式中發現，演說焦慮感受愈低、演說焦慮經驗影響愈正向，愈容易有將創意擴散給其他人。在以演說焦慮各變項為自變項，逃避需要公開說話的工作為依變項的多元迴歸模式中發現，愈容易出現演說焦慮感受、而演說焦慮經驗影響愈負向，愈傾向選擇逃避需要公開說話的工作。在以演說焦慮各變項為自變項，逃避需要公開說話的工作為依變項的多元迴歸模式中發現，演說焦慮感受愈低、演說焦慮因應和演說焦慮經驗影響愈正向，則愈傾向尋求需要公開發表的職業選擇。 8.在以情緒調節、幽默感、演說焦慮各變項為自變項，創新行為做為依變項的多元迴歸模式中發現，演說焦慮經驗影響愈正向、情緒調節方式愈傾向壓抑、並能在社交場合和一般生活中創造出幽默的想法或行為時，愈容易出現創新行為。在以情緒調節、幽默感、演說焦慮各變項為自變項，創意擴散做為依變項的多元迴歸模式中發現，演說焦慮感受愈低、演說焦慮經驗影響愈正向、社交場合創造和一般生活創造並能在社交場合和一般生活中創造出幽默的想法或行為時，愈容易將創意擴散或分享給其他人。 最後，本研究根據資料分析的結果進行討論，並對實務與未來研究提出建議。 / This study attempted to discover the extent of Taiwanese college students’ public speaking anxiety (PSA) and to investigate how the college students’ public speaking anxiety (PSA), sense of humor, and emotion regulation related to creativity and career choice. Eight hundred and sixty-three college students (male = 290, female = 573) completed a self-report survey which consists of five instruments: Public Speaking Anxiety Scale, Emotion Regulation Questionnaire, Humor Coping Scale, Creative Behavior Scale, and Career Choice Scale. Results indicate that more than 50% college students reported having PSA. Female students reported more PSA feelings than did male students. During the speaking, male students use more skills such as interacting with audience to lower their anxiety than did female students. The more students preferred to use reappraisal or calm down emotion regulation strategy, the less public speaking anxiety they felt, the more they used positive strategies such as preparing before speaking to reduce anxiety, and the more they learned from past speaking experience to have sufficient preparation, take the audience into consideration, etc for their future public speech. Students having lower PSA and coping with life events with a sense of humor in their life had more creative behavior and diffusion of creative ideas, and preferred to choose jobs requiring public speech. Suppression was found to be negatively correlated with use of active PSA coping strategies. Use of active PSA coping strategies were found to be positively correlated with sense of humor, creativity and jobs requiring public speech. Implications for education and future research are discussed.

Introduction: Knowledge and attributions are frequently cited as variables which may help to understand staff responses to challenging behaviour in people with a learning disability. Previous research has found only partial support for Weiner‟s (1980, 1986) model of helping behaviour within a learning disability context. The study developed a clinical definition of „helping behaviour‟, and examined knowledge of challenging behaviour and the combination of attributions from Weiner‟s (1980, 1986) model in predicting staff helping behaviour. In addition the emotion regulation strategies of cognitive reappraisal and expressive suppression were investigated in moderating the relationship between attributions and helping behaviour, developing an overarching framework between attributions, staff stress and positive staff approaches to challenging behaviour. Method: One hundred and seven support staff completed self-report measures of knowledge of the term and management of challenging behaviour, causal attributions, emotion regulation style and behavioural response to challenging behaviour. Results: Knowledge and helpful attributions were significantly correlated with helping behaviour, however, when regressed onto helping behaviour, only knowledge significantly contributed to the variance. No significant correlations were found between emotion regulation styles and attributions. No moderating or mediating effect was found for emotion regulation styles on the relationship between attributions and helping behaviour.