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This study aimed to examine the actual effect of down-regulation on the emotional consequences in adolescents with trait anxiety. A total of 19 adolescents with high trait anxiety (HTA) and 19 with low trait anxiety (LTA) participated in the experiment. Participants were tested for their down-regulating emotion performance in the Reactivity and Regulation-Image Task. Participants' real-time physiological responses were recorded, and their emotional arousal consequence were also subjective evaluated. The effect of arousal on down-regulation of negative emotions in the HTA group was no significantly smaller than that of the LTA group. Meanwhile, the HTA group had significantly higher percent change in autonomic consequences than the LTA group during and after the task. This study suggests that adolescents with HTA could effectively down-regulate their emotional arousal. The impairment of deliberate emotion regulation of high trait anxious adolescents is not reflected in the arousal but in physiological responses, which may continue to exist after the end of the task. This study extends to actual "Online" emotion regulation, finding that HTA adolescents are sensitive on physiological level, helping explain some differences in previous findings, and provide theoretical support for future studies using physiological indicators or increasing regulation time. [ABSTRACT FROM AUTHOR]

Mood-incongruency effects in autobiographical recall have been conceptualized as a function of the emotion regulation through which the content and the phenomenology of the autobiographical memories serve to repair negative moods. Arguing that negative mood automatically activates mnemonic emotion regulation, in the present study we examined how negative emotions guide the subsequent spontaneous and instructed recall and whether distinct phenomenological patterns are observed in mnemonic regulation of sadness and anger. After participants watched video clips for sadness, anger, or happiness, they reported first any event that comes to their mind (spontaneous recall), then an event that specifically makes them happy (instructed recall). We found the changes in the phenomenology of the reported events was different for sadness and anger groups. While more robust changes were observed for sadness earlier in the spontaneous recall with higher phenomenological ratings than the anger group, in the instructed recall the difference disappeared, suggesting for the relatively late-onset compensation in the anger group. [ABSTRACT FROM AUTHOR]

The aim of the study was to test the longitudinal reciprocal relationship between teachers' emotional labor strategies (i.e., deep acting, hiding emotions, and faking emotions) and teachers' self-efficacy (TSE). Additionally, due to a scarcity of the empirical research on teachers' stable individual differences that can explain teachers' emotion regulation and motivation, the role of teachers' dispositional affectivity (i.e., positive affectivity – PA and negative affectivity – NA) in predicting individual differences in teachers' use of emotional labor strategies and TSE was examined. A large sample of 3010 Croatian teachers (82% female) with varying years of teaching experiences (M = 15.28, SD = 10.50) participated in a three-wave longitudinal study. The results showed that TSE and hiding emotions were reciprocally related to each other even after controlling for dispositional affectivity – hiding emotions at Time 2 was related to lower levels of TSE at Time 3 and vice versa. Next, PA positively predicted TSE at both Time 2 and Time 3, but negatively hiding and faking emotions at Time 2. In addition, PA positively predicted deep acting only at Time 2. In contrast, NA positively predicted surface acting at Time 2 and Time 3, and negatively TSE, but only at Time 1. [ABSTRACT FROM AUTHOR]