Skip to main content
Top
Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy 3/2023

22-08-2022

The Effect of negative emotion on concentration through emotional regulation: mediated moderation of Metacognitive Awareness

Auteurs: Jeong-hwa Lee, Chongnak Son

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 3/2023

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Adolescence is a period marked by the highest emotional instability, during which concentration is heavily influenced by emotional state. This study aimed to investigate the mediating effects of emotional regulation on the relationship between negative emotions and concentration and examine whether the former affects the latter through emotional regulation, moderated by metacognitive awareness. Data were collected from 409 high school students using tools for measuring metacognitive awareness, negative emotional state, emotional regulation, and concentration state. The results showed that negative emotions had a significant negative effect on concentration and emotional regulation, while emotional regulation partially mediated the relationship between negative emotions and concentration. This study confirmed that negative emotions negatively affected emotional regulation in individuals with low metacognitive awareness but had little effect on emotional regulation in those with high metacognitive awareness. Moreover, the indirect effect of negative emotions on concentration through emotional regulation was not consistent; such effects were absent in people with high metacognitive awareness and only evident in those with low metacognitive awareness. This suggests that those who are capable of dealing with their moods through metacognitive approaches can better maintain their emotional regulation even when experiencing negative emotions. It also indicates that metacognitive awareness is an effective moderator for lowering negative emotions and increasing concentration in adolescents characterized by an unstable emotional transition.
Literatuur
go back to reference Aiken and West. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage Aiken and West. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage
go back to reference Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182 Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182
go back to reference Barrett, I. F., & Gross, J. J. (2001). Emotional intelligence. In T. J. Mayne, & G. A. Bonnanno (Eds.), Emotions (pp. 251–285). New Your: The Guilford Press Barrett, I. F., & Gross, J. J. (2001). Emotional intelligence. In T. J. Mayne, & G. A. Bonnanno (Eds.), Emotions (pp. 251–285). New Your: The Guilford Press
go back to reference Corey, G. (2001). Theory and practice of counseling and psychotherapy 6thed. Cengage Learning Publishers Corey, G. (2001). Theory and practice of counseling and psychotherapy 6thed. Cengage Learning Publishers
go back to reference Cracco, E., Goossens, L., & Braet, C. (2017). Emotion regulation across childhood and adolescence: evidence for a maladaptive shift in adolescence. European Child & Adolescent Psychiatry, 26, 909–921CrossRef Cracco, E., Goossens, L., & Braet, C. (2017). Emotion regulation across childhood and adolescence: evidence for a maladaptive shift in adolescence. European Child & Adolescent Psychiatry, 26, 909–921CrossRef
go back to reference Diaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). Social origins of self-regulation. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology. New York: Cambridge University Press Diaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). Social origins of self-regulation. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology. New York: Cambridge University Press
go back to reference En-jin, Y. (2009). A structural Analysis of Relationships among Children Emotionality, Mother’s Emotionality, Mother’s Emotion-Related Socialization Behaviors and Children’s Emotion Regulation. thesis submitted to the Duksung Women’s university of Korea En-jin, Y. (2009). A structural Analysis of Relationships among Children Emotionality, Mother’s Emotionality, Mother’s Emotion-Related Socialization Behaviors and Children’s Emotion Regulation. thesis submitted to the Duksung Women’s university of Korea
go back to reference Granic, I. (2002). The self-organization of parent–child relations: Beyond bidirectional models. In M. D. Lewis, & I. Granic (Eds.) Emotion, development. and self-organization: Dynamic systems approaches to emotional development, (pp. 267–297). New York: Cambridge University Press Granic, I. (2002). The self-organization of parent–child relations: Beyond bidirectional models. In M. D. Lewis, & I. Granic (Eds.) Emotion, development. and self-organization: Dynamic systems approaches to emotional development, (pp. 267–297). New York: Cambridge University Press
go back to reference He-won, K., & Yeon-soo, O. (2016). The mediating effect of interpersonal problems in the relationship between cognitive emotion regulation strategies and psychological well being of adolescents. Aoloescent counseling research, 24(1), 151–171 He-won, K., & Yeon-soo, O. (2016). The mediating effect of interpersonal problems in the relationship between cognitive emotion regulation strategies and psychological well being of adolescents. Aoloescent counseling research, 24(1), 151–171
go back to reference Hun-jeong, P. (2005). Development and validation of the Metacognitive Awareness Scale. A thesis submitted to the Graduate school of the Catholic university of Korea Hun-jeong, P. (2005). Development and validation of the Metacognitive Awareness Scale. A thesis submitted to the Graduate school of the Catholic university of Korea
go back to reference Ji-hi, G. (2003). The Effect of the attention and memory on the emotional stimulation. Jangan university of Korea, 23(1), 26–68 Ji-hi, G. (2003). The Effect of the attention and memory on the emotional stimulation. Jangan university of Korea, 23(1), 26–68
go back to reference Jung-joo, C., & Jung-mo, K. (2011). The Effect of Emotional Awareness Based Expression Training on Emotional Awareness, Emotional Expression, Suppression of Emotional Expression and Interpersonal Relationship. Korean psychological Association Counseling and Psychotherapy, 23(4), 861–884 Jung-joo, C., & Jung-mo, K. (2011). The Effect of Emotional Awareness Based Expression Training on Emotional Awareness, Emotional Expression, Suppression of Emotional Expression and Interpersonal Relationship. Korean psychological Association Counseling and Psychotherapy, 23(4), 861–884
go back to reference Jeong-ju, K., & Jeong-mo, K. (2011). The effect of emotional awareness based expression training on emotional awareness, emotional expression, suppression of emotional expression and interpersonal relationship. Korean Psychological Association Counseling and Psychotherapy, 23((4)), 861–884 Jeong-ju, K., & Jeong-mo, K. (2011). The effect of emotional awareness based expression training on emotional awareness, emotional expression, suppression of emotional expression and interpersonal relationship. Korean Psychological Association Counseling and Psychotherapy, 23((4)), 861–884
go back to reference Keshavarzi, S., MirNasab, M., Fathi, A. E., & Badri, G. R. (2017). Effects of a metacognitive awareness program on high school students’ decision-making styles and emotion regulation.Journal of Cognitive Psychology, 5(1, spring) Keshavarzi, S., MirNasab, M., Fathi, A. E., & Badri, G. R. (2017). Effects of a metacognitive awareness program on high school students’ decision-making styles and emotion regulation.Journal of Cognitive Psychology, 5(1, spring)
go back to reference Kopp, C. B. (1988). Adtecedent of self-regulation. A developmental perspective Developmental Psychology, 18(2), 199–214 Kopp, C. B. (1988). Adtecedent of self-regulation. A developmental perspective Developmental Psychology, 18(2), 199–214
go back to reference Krawietz, S. A. (2007). Concentration. Construct refinement and scale development, Unpublished thesis. Pensacola, FL: University of West Florida Krawietz, S. A. (2007). Concentration. Construct refinement and scale development, Unpublished thesis. Pensacola, FL: University of West Florida
go back to reference Mayer, M., & Gaschke, Y. N. (1988). The experience and meta-experience of mood. Journal of Personality and Social Psychology, 63, 119–132CrossRef Mayer, M., & Gaschke, Y. N. (1988). The experience and meta-experience of mood. Journal of Personality and Social Psychology, 63, 119–132CrossRef
go back to reference Moore, R. G., Hayhurst, H., & Teasdale, J. D. (1996). Measure of awareneness and coping in autobiographical memory: Instructions for administering and coding [Unpublished manuscript]. Department of Psychiatry, University of Cambridge Moore, R. G., Hayhurst, H., & Teasdale, J. D. (1996). Measure of awareneness and coping in autobiographical memory: Instructions for administering and coding [Unpublished manuscript]. Department of Psychiatry, University of Cambridge
go back to reference Ok-seng, Y. (2006). Development of Self-Regulation Rating Scale for Young Children. The future early childhood education, 13(2), 161–187 Ok-seng, Y. (2006). Development of Self-Regulation Rating Scale for Young Children. The future early childhood education, 13(2), 161–187
go back to reference Preacher, K., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation potheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185–227CrossRefPubMed Preacher, K., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation potheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185–227CrossRefPubMed
go back to reference Raymond, J. C., & Danny, W. (2000). Current psychotherapies. F. E. Peacock publishers, Inc Raymond, J. C., & Danny, W. (2000). Current psychotherapies. F. E. Peacock publishers, Inc
go back to reference Riediger, M., Wrzus, C., Schmiedek, F., Wagner, G. G., & Lindenberger, U. (2012). Is seeking bad mood cognitively demanding? Contra-hedonic orientation and working-memory capacity in everyday life. Emotion, 11, 656–665 Riediger, M., Wrzus, C., Schmiedek, F., Wagner, G. G., & Lindenberger, U. (2012). Is seeking bad mood cognitively demanding? Contra-hedonic orientation and working-memory capacity in everyday life. Emotion, 11, 656–665
go back to reference Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg, & W. Damon (Eds.), Handbook of child psychology: Social, emotional, and Personality development (6,6th ed., Vol., 3 vol., pp. 99–166). New York: Wiley Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg, & W. Damon (Eds.), Handbook of child psychology: Social, emotional, and Personality development (6,6th ed., Vol., 3 vol., pp. 99–166). New York: Wiley
go back to reference Shields, A., & Cicchetti, D. (1997). Reactive agression among maltreated children: The contribution of attention and emotion dysregulation. Journal of Chlonacal Child Psychology, 27, 381–396 Shields, A., & Cicchetti, D. (1997). Reactive agression among maltreated children: The contribution of attention and emotion dysregulation. Journal of Chlonacal Child Psychology, 27, 381–396
go back to reference Sun-ho, A., Seng-he, L., & O-sik, K. (1994). A study on the korean emotional words: the structure of similarity and emotional experience in emotional words. Korean Psychological Society: Society, 8, 150–175 Sun-ho, A., Seng-he, L., & O-sik, K. (1994). A study on the korean emotional words: the structure of similarity and emotional experience in emotional words. Korean Psychological Society: Society, 8, 150–175
go back to reference Swinkels, A., & Guiliano, T. A. (1995). The measurement and conceptualization of mood awareness. Monitoring and labeling one’s mood states Personality and Social Psychology Bulletin, 21, 934–949CrossRef Swinkels, A., & Guiliano, T. A. (1995). The measurement and conceptualization of mood awareness. Monitoring and labeling one’s mood states Personality and Social Psychology Bulletin, 21, 934–949CrossRef
go back to reference Taylor. V. A., Daneault, V.k Grant, J., Scavone, G., Breton, E., Roffe Vidal, S., Beauregard, M. (2013). Inpact of meditation training on the defult mode network during a restful state. Social cognitive & Affective neuroscience, 8(1), 4–14 Taylor. V. A., Daneault, V.k Grant, J., Scavone, G., Breton, E., Roffe Vidal, S., Beauregard, M. (2013). Inpact of meditation training on the defult mode network during a restful state. Social cognitive & Affective neuroscience, 8(1), 4–14
go back to reference Teasdale, J. D., Moore, R. G., Hayhurst, H., Pope, M., Williams, S., & Segal, A. V. (2002). Meta-cognitive awareness and prevention of relapse in depression. Empirical evidence Journal of Consulting and Clinical Psychology, 70(2), 275–287CrossRefPubMed Teasdale, J. D., Moore, R. G., Hayhurst, H., Pope, M., Williams, S., & Segal, A. V. (2002). Meta-cognitive awareness and prevention of relapse in depression. Empirical evidence Journal of Consulting and Clinical Psychology, 70(2), 275–287CrossRefPubMed
go back to reference Wegner, D. M., & Pennebaker, J. W. (1993). Handbook of mental control Englewood Cliffs. NJ: Prentice Hall Wegner, D. M., & Pennebaker, J. W. (1993). Handbook of mental control Englewood Cliffs. NJ: Prentice Hall
go back to reference Wei, W. (2015). The effect of concentration on stress and emotional response. [Thesis]. Graduate School of the Gong-ju University of Korea Wei, W. (2015). The effect of concentration on stress and emotional response. [Thesis]. Graduate School of the Gong-ju University of Korea
go back to reference Wells, A., & Matthews, G. (1994). Attentions and emotion: A clinical perspective. Hove, UK: Erlbaum Wells, A., & Matthews, G. (1994). Attentions and emotion: A clinical perspective. Hove, UK: Erlbaum
go back to reference Zimmermann and Iwanski. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavioral Development, 38(2), 182–194. https://doi.org/10.1177/0165025413515405 Zimmermann and Iwanski. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavioral Development, 38(2), 182–194. https://​doi.​org/​10.​1177/​0165025413515405​
Metagegevens
Titel
The Effect of negative emotion on concentration through emotional regulation: mediated moderation of Metacognitive Awareness
Auteurs
Jeong-hwa Lee
Chongnak Son
Publicatiedatum
22-08-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Rational-Emotive & Cognitive-Behavior Therapy / Uitgave 3/2023
Print ISSN: 0894-9085
Elektronisch ISSN: 1573-6563
DOI
https://doi.org/10.1007/s10942-022-00473-z

Andere artikelen Uitgave 3/2023

Journal of Rational-Emotive & Cognitive-Behavior Therapy 3/2023 Naar de uitgave