Trauma and affective forecasting: The mediating effect of emotion dysregulation on predictions of negative affect.
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| Title: | Trauma and affective forecasting: The mediating effect of emotion dysregulation on predictions of negative affect. |
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| Authors: | Rizeq, Jala1 (AUTHOR) jalarize@yorku.ca, McCann, Doug1 (AUTHOR) |
| Source: | Personality & Individual Differences. Sep2019, Vol. 147, p172-176. 5p. |
| Subject Terms: | *Individual differences, Cyberbullying, Structural equation modeling, Forecasting, Affective forecasting (Psychology), Afterlife |
| Abstract: | Work on affective forecasting has provided support for the finding that people overestimate their predicted emotional reactions towards future life events. We extend past work by highlighting individual differences in affective forecasting. A sample of 368 undergraduate students differing in trauma experience and symptoms were asked to complete emotion regulation questionnaires and predict their emotions and reactions towards two hypothetical future negative life events (i.e. academic failure and cyberbullying). Using structural equation modelling, emotion dysregulation mediated the association between higher trauma experience and symptomatology and greater negative affective forecasts towards both hypothetical negative life events. The mediating role of emotion dysregulation suggests it can be a potential target for intervention, especially for those with a history of trauma. The present findings extend the research on individual differences in affective forecasting and expand our understanding of the role of emotion in shaping one's decision-making and outlook for the future. • Trauma experience and symptoms are associated with increased emotion dysregulation. • Emotion dysregulation is related with higher predicted negative affect. • Support for an indirect path from trauma to higher predicted negative affect [ABSTRACT FROM AUTHOR] |
| Copyright of Personality & Individual Differences is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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