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Matt Dissertation ETD FINAL v3.pdf (1.65 MB)

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The Effects of a Brief Emotion Learning Intervention on Emotion Differentiation Abilities, Symptoms of Psychopathology, and Distress

Matt, Lindsey M.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1534369270673593

Abstract Details

2018, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Emotion differentiation can be defined as the degree of complexity people use when describing their emotional experiences with language. The use of this nuanced language confers a variety of benefits in the form of engagement in adaptive behaviors and emotion regulatory strategies. However, little work to date has explored whether differentiation can be enhanced by intervention, the potentially beneficial outcomes of doing so, and if there are individual differences that impact the ability to engage in differentiation. In the current investigation we developed an online intervention that targeted emotion word learning. We then explored the impact of this intervention (vs. control) on levels of negative emotion differentiation (NED) as well as symptoms and distress across time. Working memory was also investigated as an individual difference that may enhance or diminish one’s ability to differentiate. Finally, exploratory analyses assessed whether our intervention influenced feelings of emotional self-efficacy. While no significant direct relationships emerged between the intervention and prospective NED or symptoms and distress, post-intervention NED was found to significantly mediate the relationship between intervention condition and symptoms/distress, such that increases in NED in response to the emotion intervention were related to lower levels of symptoms/distress one week later. However, these effects disappeared after controlling for life stress. Working memory was not found to be related to baseline levels of NED nor did it significantly influence NED post-intervention. Lastly, the intervention significantly increased prospective feelings of emotional self-efficacy, which resulted in lower levels of symptoms/distress two months in the future. Our findings suggest that negative emotion differentiation may be malleable in adults in response to a brief online intervention, and that enhancing NED may result in meaningful changes in symptoms. Working memory did not appear to influence these outcomes. Further, the current intervention also appears to enhance feelings of emotional competency, which in turn impacts symptoms. Given the positive psychological outcomes associated with differentiation and self-efficacy, future work should seek to replicate and extend the current findings in more diverse samples.
Karin Coifman (Advisor)
David Fresco (Committee Member)
John Updegraff (Committee Member)
Manfred Van Dulmen (Committee Member)
Pena Bedesem (Committee Member)
Kristen Marcussen (Other)
82 p.
Psychology
emotion differentiation; emotion; intervention; randomized trial

Recommended Citations

Citations

  • Matt, L. M. (2018). The Effects of a Brief Emotion Learning Intervention on Emotion Differentiation Abilities, Symptoms of Psychopathology, and Distress [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1534369270673593

    APA Style (7th edition)

  • Matt, Lindsey. The Effects of a Brief Emotion Learning Intervention on Emotion Differentiation Abilities, Symptoms of Psychopathology, and Distress. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1534369270673593.

    MLA Style (8th edition)

  • Matt, Lindsey. "The Effects of a Brief Emotion Learning Intervention on Emotion Differentiation Abilities, Symptoms of Psychopathology, and Distress." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1534369270673593

    Chicago Manual of Style (17th edition)

kent1534369270673593
355
© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.