Emotional integration and reappraisal during goal pursuit: Testing within- and between-person differences.

Goal pursuit is rife with obstacles triggering negative emotions. To persist in goal pursuit, individuals need to regulate these emotions using adaptive emotion regulation strategies. Reappraisal and emotional integration are two such strategies.

Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit.

Background: Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.

'Prosociality' in Daily School Life and Early Adolescents' Peer Aggression: A Multilevel Latent Profile Analysis Approach.

We aimed to typify prosocial characteristics of aggressive youth. We classified early adolescents based on daily configurations of prosocial behavior and autonomous prosocial motivations (performing prosocial behavior for identified and intrinsic reasons) and controlled prosocial motivations (performing prosocial behavior for external and introjected reasons) and explored the links between the obtained sub-groups and peer aggression. The sample included 242 Israeli six-graders [M = 11.

Emotion regulation styles and Adolescent adjustment following a COVID-19 lockdown.

This study explored the effect of emotion regulation styles - integrative emotion regulation (IER), suppressive emotion regulation, and dysregulation-on adolescents' psychosocial adjustment following a Covid-19-related lockdown. 114 mother-adolescent dyads were surveyed after lockdown and at two additional time points (three and six months later). Adolescents were aged 10-16 years, 50.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents.

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M = 11.

Internalization of Mastery Goals: The Differential Effect of Teachers' Autonomy Support and Control.

Two linked studies explored whether students' perceptions differentiate between teachers' autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students' internalization of mastery goals and their behavioral engagement. In two phases, Study 1 ( = 317) sought to validate a new instrument assessing students' perceptions of teachers' autonomy support and control when presenting mastery goals. Study 2 ( = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers' autonomy support for mastery goals were related to students' mastery goals' endorsement and behavioral engagement.

Emotion regulation during personal goal pursuit: Integration versus suppression of emotions.

Objective: Goal pursuit may involve setbacks likely to elicit negative emotions. To continue pursuing the goal, an individual may need to regulate those emotions. In this study, we compared the unique contributions of two emotion regulation styles, integrative emotion regulation (IER) and suppressive emotion regulation (SER), to goal pursuit processes.

Choosing to Regulate Emotions: Pursuing Emotion Goals in Autonomy-Supportive and Controlling Contexts.

We applied self-determination theory to emotion regulation and tested the potential effects of autonomy-supportive and controlling contexts on the pursuit of emotion goals. In four experimental studies ( = 242), participants viewed a fear-eliciting film clip or emotion-eliciting pictures and were prompted to pursue emotion goals with either autonomy-supportive or controlling instructions. Participants in both conditions were equally likely to engage in emotion regulation when directly instructed to do so.

Benefits of emotional integration and costs of emotional distancing.

Objective: Three studies explored the consequences of the self-determination theory conception of integrative emotion regulation (IER; Ryan & Deci, 2017), which involves an interested stance toward emotions. Emotional, physiological, and cognitive consequences of IER were compared to the consequences of emotional distancing (ED), in relation to a fear-eliciting film.

Method: In Study 1, we manipulated emotion regulation by prompting students' (N = 90) IER and ED and also included a control group.

Integration of negative emotional experience versus suppression: addressing the question of adaptive functioning.

Integrative emotion regulation is defined as the ability to experience negative emotions, explore their sources, and use this exploration for volitional regulation of behavior. Empirical research on integrative regulation is quite scarce and relies mainly on self-reports. The present research comprised 2 studies exploring the behavioral, emotional, and cognitive consequences of integrative emotion regulation and suppression of emotion, in relation to a fear-eliciting film.