From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-11-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.703757/full |
| _version_ | 1818401934908850176 |
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| author | Evgeniya Vedernikova Peter Kuppens Yasemin Erbas Yasemin Erbas |
| author_facet | Evgeniya Vedernikova Peter Kuppens Yasemin Erbas Yasemin Erbas |
| author_sort | Evgeniya Vedernikova |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T08:00:22Z |
| format | Article |
| id | doaj.art-794d5c54df4d4bb6973719ceea9cbc3b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T08:00:22Z |
| publishDate | 2021-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-794d5c54df4d4bb6973719ceea9cbc3b2022-12-21T23:10:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-11-011210.3389/fpsyg.2021.703757703757From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion DifferentiationEvgeniya Vedernikova0Peter Kuppens1Yasemin Erbas2Yasemin Erbas3Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumFaculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumFaculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumTilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, NetherlandsLabeling 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.703757/fullemotionemotion differentiationemotional granularityemotion knowledgeemotion componentsemotion intervention |
| spellingShingle | Evgeniya Vedernikova Peter Kuppens Yasemin Erbas Yasemin Erbas From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation Frontiers in Psychology emotion emotion differentiation emotional granularity emotion knowledge emotion components emotion intervention |
| title | From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation |
| title_full | From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation |
| title_fullStr | From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation |
| title_full_unstemmed | From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation |
| title_short | From Knowledge to Differentiation: Increasing Emotion Knowledge Through an Intervention Increases Negative Emotion Differentiation |
| title_sort | from knowledge to differentiation increasing emotion knowledge through an intervention increases negative emotion differentiation |
| topic | emotion emotion differentiation emotional granularity emotion knowledge emotion components emotion intervention |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.703757/full |
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