Grants and Contributions:

Grant or Award spanning more than one fiscal year. (2017-2018 to 2022-2023)

Emotion regulation (ER) refers to the mechanisms that effect change in the qualities of emotional processes. Individual differences in ER are central to intra- and inter-personal psychosocial functioning. Thus, understanding ER, individual differences in ER, how ER develops, and how ER functions in day-to-day life is crucial. The long-term objective of my research program is to provide deeper understanding of ER processes from childhood through adulthood through both theory and method s. The short-term objectives for the next 5 years are to better understand ER as both an intra- and inter-individual process using 3 approaches that hold the most promise for the field: (1) Emotion system concordance – the mutual amplification among physiological arousal, cognitive appraisals, and behavioural expressions of emotion. (2) Emotion dynamics – the rise and fall of or switching among emotional states (i.e., emotional flexibility). (3) Time scales – emotional dynamics occurring moment-to-moment, day-to-day, and year-to-year. This research is guided by 5 primary research questions: What is ER? How do dynamic physiological, cognitive, and behavioural processes interact and change as a function of ER? How do intra- and inter-personal ER processes relate to one another? How do ER processes at different time scales (e.g., moment-to-moment, day-to-day, year-to-year) relate to one another? How do all of these processes relate to individual differences in psychosocial functioning across the lifespan?

Three studies are proposed. The Concordance Study will test two hypotheses about why concordance has been difficult to demonstrate empirically in a sample of 120 undergraduates. The Emotion Dynamics Study will examine interpersonal emotional flexibility, within and across positive and negative discussions, and compare this flexibility between 60 adolescent (ages 14-16) and undergraduate best friend dyads. The Time Scale study is an annual (years 2-5) examination of real-time emotional dynamics (flexibility) observed in the lab and self-reported emotion and ER recorded via smartphone several times a day for two weeks a year in three age groups of 60 participants each: adolescents (aged 12-14), undergraduates (aged 18-20), and adults (aged 35-50). As part of high-quality HQP training, the proposed outcomes are to test and further refine theoretical models, address 5 research questions in high-impact publications, and develop and disseminate innovative methods for studying emotional processes. This research program will provide important understanding of ER that impacts all Canadians.