Control and Emotional Reactivity Levels: Which One, Positive or Negative Emotional Reactivity Links with Effortful Control?
DOI:
https://doi.org/10.21512/humaniora.v11i1.6188Keywords:
effortful control, emotional reactivity, university studentAbstract
The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa.
Plum Analytics
References
Becerra, R., & Campitelli, G. (2013). Emotional reactivity: Critical analysis and proposal of a new scale. International Journal of Applied Psychology, 3(6), 161-168. https://doi.org/10.5923/j.ijap.20130306.03.
Becerra, R., Preece, D., Campitelli, G., & Scott-Pillow, G. (2017). The assessment of emotional reactivity across negative and positive emotions: Development and validation of the Perth Emotional Reactivity Scale (PERS). The Assessment, 26(5), 867-879.
https://doi.org/10.1177/1073191117694455.
Bylsma, L. M., Morris, B. H., & Rottenberg, J. (2008). A metaanalysis of emotional reactivity in major depressive disorder. Clinical Psychology Review, 28, 676-691.
Checa, P., Rodríguez-Bailón, R., & Rueda, M. R. (2008). Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes. Mind, Brain, and Education, 2(4), 177–187. https://doi.org/10.1111/j.1751-228X.2008.00052.x.
Crone, E. A. (2009). Executive functions in adolescence: Inferences from brain and behavior. Developmental Science, 12(6), 825–830. https://doi.org/10.1111/j.1467-7687.2009.00918.x.
Derryberry, D., & Rothbart, M. K. (1997). Reactive and effortful processes in the organization of temperament. Development and Psychopathology, 9(4), 633–652. doi:10.1017/s0954579497001375.
Eisenberg, N. (2017). Temperamental effortful control (Self-regulation). Arizona: Arizona State University.
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136–157. https://doi.org/10.1037/0022-3514.78.1.136.
Evans, D. E., & Rothbart, M. K. (2007). Developing a model for adult temperament. Journal of Research in Personality, 41(4), 868–888. https://doi.org/10.1016/j.jrp.2006.11.002.
Evers, C., Hopp, H., Gross, J. J., Fischer, A. H., Manstead, A. S. R., & Mauss, I. B. (2014). Emotion response coherence: A dual-process perspective. Biological Psychology, 98(1), 43–49. https://doi.org/10.1016/j.biopsycho.2013.11.003.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542–567. https://do.org/i:10.1521/jscp.2012.31.6.542.
Gross, J. J., Sheppes, G., & Urry, H. L. (2011). Cognition and emotion lecture at the 2010 SPSP emotion preconference: Emotion generation and emotion regulation: A distinction we should make (Carefully). Cognition and Emotion, 25(5), 765–781. https://doi.org/10.1080/02699931.2011.555753.
Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: An affective science perspective. Clinical Psychological Science, 2(4), 387-401. https://doi.org/10.1177%2F2167702614536164.
Liew, J. (2011). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the Table. Child Development Perspectives, 6(2), 105-111. https://doi.org/10.1111/j.1750-8606.2011.00196.x.
Liew, J., Eisenberg, N., & Reiser, M. (2004). Preschoolers’ effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning. Journal of Experimental Child Psychology, 89, 298–319. https://doi.org/10.1016/j.jecp.2004.06.04.
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515–526. https://doi.org/10.1016/j.ecresq.2008.07.003.
Nock, M. K., Wedig, M. M., Holmberg, E. B., & Hooley, J. M. (2008). The emotion reactivity scale: Development, evaluation, and relation to self-injurious thoughts and behaviors. Behavior Therapy, 39(2), 107–116. https://doi.org/10.1016/j.beth.2007.05.005.
Posner, M., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58(1), 1-23.
Prince-Embury, S., Saklofske, D. H., & Nordstokke, D. W. (2016). The resiliency scale for young adults. Journal of Psychoeducational Assessment, 35(3), 276-290. https://doi.org/10.1177/0734282916641866.
Rothbart, M. K., & Bates, J. E. (2007). Temperament in children’s development. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of Child Psychology (Sixth edition). New York: Wiley.
Rothbart, M. K., Sheese, B. E., & Posner, M. I. (2007). Executive attention and effortful control: Linking temperament, brain networks, and genes. Child Development Perspectives, 1(1), 2–7. https://doi.org/10.1111/j.1750-8606.2007.00002.x.
Rottenberg, J. E., & Johnson, S. L. (2007). Emotion and psychopathology: Bridging affective and clinical science. New York: Guilford Press.
Stelnicki, A. M., Nordstokke, D. W., Saklofske, D. H. (2015). Who is successful university student? An analysis of personal resources. Canadian Journal of Higher Education, 45(2), 214-228.
Taylor, J. L., Hurd, H. D., Seltzer, M. M., Greenberg, J. S., & Floyd, F. J. (2010). Parenting with mild intellectual deficits: Parental expectations and the educational attainment of their children. American Journal on
Intellectual and Developmental Disabilities, 115(4), 340–354. https://doi.org/10.1352/1944-7558-115.4.340.
Véronneau, M. H., Fosco, G. M., Racer, K. H., & Dishion, T. J. (2014). The contribution of adolescent effortful control to early adult educational attainment. Journal of Educational Psychology, 106(3), 730–743. https://doi.org/10.1037/a0035831.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
