Sentence examples for habitual emotion from inspiring English sources

There were no correlations between the second aftereffect and habitual emotion regulation or WBSI scores.

Subjects also completed the Emotion Regulation Questionnaire [32] in order to test for the influence of habitual emotion regulation strategies on potential aftereffects.

Gross and John [5] have designed a self-report questionnaire that assesses inter-individual differences in habitual emotion regulation, namely the antecedent-focused cognitive reappraisal and the response-focused expressive suppression.

Regarding correlations of habitual emotion regulation (ERQ) and WBSI with the immediate aftereffect, we found a significant positive correlation between the individual WBSI score and the peak magnitude (difference score between scan 9 regulation and scan 9 no regulation) of the immediate aftereffect in the left amygdala (r = 0.48; p = 0.02 (Fig. 1).

Alexithymia was assessed with the Toronto Alexithymia Scale (TAS-26 9; [ 47– 49]), habitual emotion regulation styles (suppression and cognitive reappraisal) were quantified in the Emotion Regulation Questionnaire (ERQ 10 [ 31], German version [ 50]).

Further, there were no significant associations found in the control group, suggesting that there is not a clear tendency for individuals to revert to habitual emotion regulation approaches in the absence of instruction.

To be American is to be more or less made up out of cultural spare parts, organized by habitual emotions.

Demonstrable consequences of learners' habitual emotions on learning strategies and outcomes make them interesting objects of study in any educational system (Hascher 2010).

All reported relations of class-specific constructs (i.e., teacher's work enjoyment and instructional behaviours) with class members' habitual emotions represent net associations, which remain after adjusting individual students' enjoyment levels for the biasing influence of academic self-efficacy.

Rather than tracking intra-individual changes of transient emotional states such as passing delight over singular events, we aim at explaining between-class differences in students' prevalent, habitual emotions.

One of the most direct methods of doing that is to catch ourselves reliving an old tape and ask ourselves, "Did I consciously choose that thought?" If not, then we pointedly ask ourselves, "What thought do I choose to have?" This is a very practical exercise that works as well with habitual emotions and memories as it does with thoughts.