TY - JOUR
T1 - From knowledge to differentiation
T2 - Increasing emotion knowledge through an intervention increases negative emotion differentiation
AU - Vedernikova, Evgeniya
AU - Kuppens, Peter
AU - Erbaş, Yasemin
N1 - Funding
During the majority of this project, YE was supported by a postdoctoral fellowship of the Research Foundation Flanders (FWO).
PY - 2021
Y1 - 2021
N2 - Labeling emotions with a high degree of granularity appears to be beneficial for well-being. However, there are individual differences in the level of emotion differentiation, and some individuals do not appear to differentiate much between different emotions. Low differentiation is associated with maladaptive outcomes, therefore such individuals might benefit from interventions that can increase their level of emotion differentiation. To this end, we tested the effects of an emotion knowledge intervention on the level of emotion differentiation. One hundred and twenty participants were assigned to either an experimental or a control condition. Emotion differentiation was assessed with a Scenario Rating Task before and after the intervention, and at follow-up. As predicted, negative emotion differentiation increased significantly after the emotion knowledge intervention, and this increase was not observed in the control group. Positive emotion differentiation also increased slightly; however, it did not reach significance level. This finding suggests that an emotion knowledge intervention might be beneficial for increasing negative emotion differentiation and may have implications for the clinical context.
AB - Labeling emotions with a high degree of granularity appears to be beneficial for well-being. However, there are individual differences in the level of emotion differentiation, and some individuals do not appear to differentiate much between different emotions. Low differentiation is associated with maladaptive outcomes, therefore such individuals might benefit from interventions that can increase their level of emotion differentiation. To this end, we tested the effects of an emotion knowledge intervention on the level of emotion differentiation. One hundred and twenty participants were assigned to either an experimental or a control condition. Emotion differentiation was assessed with a Scenario Rating Task before and after the intervention, and at follow-up. As predicted, negative emotion differentiation increased significantly after the emotion knowledge intervention, and this increase was not observed in the control group. Positive emotion differentiation also increased slightly; however, it did not reach significance level. This finding suggests that an emotion knowledge intervention might be beneficial for increasing negative emotion differentiation and may have implications for the clinical context.
KW - ATTENTION
KW - CHILDREN
KW - COMPETENCE
KW - CULTURAL-DIFFERENCES
KW - EXPERIENCE
KW - INDIVIDUAL-DIFFERENCES
KW - INTELLIGENCE
KW - PERSONALITY
KW - POSITIVE EMOTIONS
KW - RESILIENCE
KW - emotion
KW - emotion components
KW - emotion differentiation
KW - emotion intervention
KW - emotion knowledge
KW - emotional granularity
UR - http://www.scopus.com/inward/record.url?scp=85121271180&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2021.703757
DO - 10.3389/fpsyg.2021.703757
M3 - Article
VL - 12
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
M1 - 703757
ER -