老龄化情绪调节的新框架:适应性积极策略转移

IF 7.4 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Derek M. Isaacowitz, Blake D. Ebright-Jones, Rebecca J. Polk
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引用次数: 0

摘要

在横断面研究中,老年人的情绪健康水平更高。尽管老年人更善于调节情绪,但调查情绪调节(ER)策略的研究并未发现一致的年龄差异。相反,我们提出了一个关于衰老中的ER的新框架,而不是关注ER策略(如何在特定情况下实施ER行为):与年龄相关的适应性积极策略(APT)转移假说。老年人报告说,他们相对更多地使用积极的接近策略,这与这一假设相一致。积极的接近策略在调节情绪方面也比消极的退却策略更有效,因此可能更具适应性。我们考虑情境如何影响策略的使用,并讨论关于假设的开放性问题。最近的纵向证据显示,随着年龄的增长,情绪健康的混合模式,APT转移假说可以指导未来研究内情行为的内部变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A New Frame on Emotion Regulation in Aging: The Adaptive Positive Tactic Shift
Older adults report higher levels of emotional well-being in cross-sectional studies. Despite assertions that older adults are better at regulating emotions, studies investigating emotion regulation (ER) strategies have not found consistent age differences. Instead, we propose a new framework on ER in aging focusing instead on ER tactics (how ER behavior is implemented in specific situations): the age-related Adaptive Positive Tactic (APT) shift hypothesis. Older adults report relatively greater use of positive-approaching tactics, consistent with this hypothesis. Positive-approaching tactics also appear more effective in regulating emotions than negative-receding tactics and thus may be more adaptive. We consider how context influences tactic use and discuss open questions about the hypothesis. With recent longitudinal evidence showing mixed patterns of emotional well-being in aging, the APT shift hypothesis can guide future investigation of within-person changes in ER behavior.
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来源期刊
Current Directions in Psychological Science
Current Directions in Psychological Science PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
13.00
自引率
1.40%
发文量
61
期刊介绍: Current Directions in Psychological Science publishes reviews by leading experts covering all of scientific psychology and its applications. Each issue of Current Directions features a diverse mix of reports on various topics such as language, memory and cognition, development, the neural basis of behavior and emotions, various aspects of psychopathology, and theory of mind. These articles allow readers to stay apprised of important developments across subfields beyond their areas of expertise and bodies of research they might not otherwise be aware of. The articles in Current Directions are also written to be accessible to non-experts, making them ideally suited for use in the classroom as teaching supplements.
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