Teachers' Conditional Regard and Students' Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model.

Teachers' conditional positive regard and conditional negative regard are common motivational techniques in the classroom. This study investigated their respective effects on adolescent students' agentic engagement, while considering students' basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teachers and 651 7th to 10th graders (52% female) were used to test a multilevel mediation model. The results indicated that teachers' conditional negative regard undermined students' agentic engagement by frustrating both of their autonomy and relatedness needs. Teachers' conditional positive regard thwarted students' sense of autonomy, which consequently undermined their agentic engagement. The findings are discussed in terms of conditional positive and negative regard as undesirable classroom motivational practices and the mechanisms through which they operate. The discussion also notes the importance of investigating contextual factors at the classroom level.

Integrative emotion regulation: Process and development from a self-determination theory perspective.

Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy.

Benefits of emotional integration and costs of emotional distancing.

OBJECTIVE: Three studies explored the consequences of the self-determination theory conception of integrative emotion regulation (IER; Ryan & Deci, 2017), which involves an interested stance toward emotions. Emotional, physiological, and cognitive consequences of IER were compared to the consequences of emotional distancing (ED), in relation to a fear-eliciting film. METHOD: In Study 1, we manipulated emotion regulation by prompting students' (N = 90) IER and ED and also included a control group. Then we tested groups' defensive versus nondefensive emotional processing, coded from post-film written texts. Study 2 (N = 90) and Study 3 (N = 135) used the same emotion regulation manipulations but exposed participants to the fear-eliciting film twice, 72 hr apart, to examine each style's protection from adverse emotional, physiological, and cognitive costs at second exposure. RESULTS: Participants who had been prompted to practice IER were expected to benefit more than participants in the ED and control groups at second exposure, as manifested in lower arousal and better cognitive capacity. Overall, results supported our hypotheses. CONCLUSIONS: The current studies provide some support for the assumption that in comparison to ED, taking interest in and accepting one's negative emotions are linked with less defensive processing of negative experiences and with better functioning.

Empathising with the enemy: emotion regulation and support for humanitarian aid in violent conflicts.

Considering that negative intergroup emotions can hinder conflict resolution, we proposed integrative emotion regulation (IER) as possibly predicting conciliatory policies towards outgroups in violent conflict. Two studies examined Jewish Israelis' self-reported IER, empathy, liberal attitudes, and support for humanitarian aid to Palestinians in Gaza. Study 1 (N = 298) found that unlike reappraisal Jewish Israelis' ability to explore emotions (e.g. IER) promoted concern for others' emotions (empathy), which in turn predicted support for humanitarian aid (while controlling for education level, and religiosity). Study 2 (N = 291) replicated this mediation model, additionally confirming that liberal attitudes (upholding equal, fair treatment for minorities) moderated the relation between IER and support for humanitarian aid. Thus, IER linked more strongly with humanitarian support when the commitment for liberal egalitarian beliefs was high. Preliminary results hold important theoretical and practical implications regarding the potential to empathise with outgroup members in intractable conflicts.

Controlled by Love: The Harmful Relational Consequences of Perceived Conditional Positive Regard.

Research on conditional positive regard (CPR) has shown that this seemingly benign practice has maladaptive correlates when used by parents. However, there is no research on the correlates of this practice in romantic relationships or on the processes mediating its effects. Building on self-determination theory (Deci & Ryan, ), three studies tested the hypothesis that perceived CPR impairs relationship quality, partly because it undermines the fulfillment of the basic psychological needs for autonomy and relatedness. Study 1 (N = 125) examined perceived CPR and relationship quality across four relationship targets: mother, father, romantic partner, and best friend. Study 2, involving romantic partners (N = 142), examined whether needs fulfillment mediated the association between perceived CPR and relationship quality. Study 3, involving romantic dyads (N = 85), also included partner reports on CPR. Across the three studies, CPR was linked with poor relationship quality between relationships, between people, and between dyadic partners. Moreover, results of Study 2 and Study 3 revealed that the inverse association between perceived CPR and relationship quality was mediated by dissatisfaction of autonomy but not relatedness. Despite its seemingly benign nature, CPR is detrimental to relationship quality, partly because it thwarts the basic need for autonomy.

The Role of Unconditional Parental Regard in Autonomy-Supportive Parenting.

Two studies explored the role of parents' unconditional positive regard (UCPR) as perceived by adolescents and young adults in promoting the effectiveness of specific parenting practices that may support offspring's academic autonomous motivation. Study 1 tested the hypothesis that UCPR predicts rationale-giving and choice-provision practices and, at the same time, moderates their relations with adolescents' autonomous motivation. Study 2 replicated the association between UCPR and the parental practices, and further explored the role of parents' authenticity as an antecedent of UCPR and parental autonomy support. Study 1 included 125 adolescents and Study 2 considered 128 college-students and their mothers. The offspring reported on their perceptions of their mothers and on their autonomous motivation, and the mothers reported on their sense of authenticity. Both studies found consistent associations between UCPR and parenting practices that may support autonomous motivation. Moreover, Study 1 demonstrated that the rationale giving and choice provision were more strongly related to adolescents' autonomous motivation when adolescents perceived mothers as high on UCPR. Finally, Study 2 demonstrated that mothers' authenticity predicted UCPR, which in turn was related to autonomy-supportive parenting. Findings support the assumption that parents' autonomy-supportive practices are more effective when accompanied by UCPR.

Emotion regulation styles and the tendency to learn from academic failures.

BACKGROUND: Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and maladaptive emotion regulation differentiates among three styles of regulation: integrative emotion regulation (IER), suppressive emotion regulation (SER) and amotivated emotion regulation. AIMS: Two studies were conducted, one cross-sectional and one longitudinal, to test the associations between IER and learning from failure among adolescents. SAMPLE: Study 1 comprised 184 adolescents (mean age = 16.55; SD = 1.2). Study 2 comprised 565 adolescents (8-12 graders). The main analysis was based on 192 adolescents' perceptions of failing math grades. METHOD: Study 1 surveyed adolescents on their emotion regulation styles, adaptive and maladaptive coping practices when dealing with failure and tendency to learn from failure. Study 2 was longitudinal and focused on failure in math. We approached participants twice, before and after the math test. CONCLUSIONS: In both studies, IER was related to adaptive coping practices and the tendency to learn from failure. In Study 2, adaptive coping practices mediated relations between IER and learning from failure in math and learning from failure mediated relations between IER and future engagement. These findings suggest that styles of emotion regulation play an important role in learning from failure.

Integrative emotion regulation relates to sympathy and support for outgroups-Independent of situational outgroup behaviour.

Intergroup emotions powerfully shape intergroup relations. Anger and fear fuel, while hope and sympathy reduce intergroup strife. This implies that emotion regulation may play an important role in improving intergroup relations. Broadening the scope of prior research, we herein investigate the potential benefits of integrative emotion regulation for improving intergroup relations. Integrative emotion regulation involves actively paying attention to emotions to determine which information they provide. Interindividual differences in the use of integrative emotion regulation correlate with sympathy and supportiveness towards outgroups, but why this is the case is unclear. We tested two possible explanations: a person effect (i.e., interindividual differences in integrative emotion regulation shape respondents' general outlook on outgroups) and a person-situation interaction effect (i.e., integrative emotion regulation reduces the impact of situational factors that would typically dampen sympathy, thereby shaping situation-specific responses to outgroups). In four experiments (total N = 984), we manipulated outgroup behaviour and measured interindividual differences in integrative emotion regulation. We found no interaction between integrative emotion regulation and outgroup behaviour in predicting outgroup-directed sympathy and supportiveness. Instead, integrative emotion regulation consistently correlated positively with supportiveness, mediated by sympathy. These findings suggest that those high in integrative emotion regulation have a more positive, general outlook on outgroups than those low in integrative emotion regulation, but being high in integrative emotion does not alter situational responses.

The costs of parental pressure to express emotions: conditional regard and autonomy support as predictors of emotion regulation and intimacy.

This research focuses on offspring's perceptions of their parents' usage of conditional regard and autonomy-supportive practices in response to the offspring's experiences of negative emotion. Participants were 174 college students (60% were females). As predicted from self-determination theory (Ryan & Deci, 2000), students' perceptions of parents as hinging their regard on students' expression or suppression of negative emotions predicted a maladaptive pattern of emotion regulation and intimacy capacity. In contrast, autonomy-supportive parenting predicted more adaptive emotion regulation and intimacy patterns. Also as predicted, emotion-regulation mode mediated the relations between parental practices and intimacy capacity. The innovative aspect of the study is the finding that parents who use conditional regard to encourage children's expression (sharing) of negative emotions may actually undermine their children's socioemotional capacities.

Characterising the spatiotemporal dynamics of drought and wet events in Australia.

Global climate change has altered precipitation patterns and disrupted the characteristics of drought and rainfall events. Climate projections confirm that more frequent, intense, and extreme droughts and rainfall events will continue. However, knowledge around how drought and wet events move dynamically through space and time is limited, especially in the southern hemisphere. Australia is the driest inhabited continent, renowned as the land of droughts and flooding rains, but recent climate-driven changes to the severity of wildfires and floods have garnered global attention. Here we used S-TRACK, a novel method for spatial drought tracking, to build pathways for past drought and wet events in Australia to examine their spatiotemporal dynamics. Characteristics such as duration, severity, and intensity were obtained from these pathways, and modified Mann-Kendall tests and Sen's slope were used to detect significant trends in characteristics over time. Drought conditions in southern Australia have intensified, particularly in the southwest of Australia and Tasmania, while the north of the country is experiencing longer, more severe, and more intense wet conditions. We also found that the location of drought and wet hotspots has clearly shifted in response to precipitation changes since the 1970's. Finally, pathways for the most extreme events show peak severity is reached in the middle to late stages of pathways, and that the largest drought and wet areas of a pathway have moved further west in recent times. The findings in this study provide the necessary knowledge to improve preparedness for extreme precipitation events as they become more common and to inform predictions for agricultural output or the extent of other climate events such as wildfires and flooding.

Brief report: adolescents under missile attacks: sense of coherence as a mediator between exposure and stress-related reactions.

Employing the salutogenic approach (Antonovsky, 1987), this pilot study aimed at exploring the mediation effect of Sense of Coherence (SOC) on the relationships between exposure to missile attacks and stress-related reactions among adolescents. A strong SOC means a tendency to see the world as more comprehensible, manageable and meaningful. Data were gathered during August 2006 (Second Lebanon War) from 230 Israeli adolescents, 12-18 years old. Adolescents filled out self-reported questionnaires, including demographics, level of physical exposure, SOC, Scale of Psychological Distress (SPD), State Anxiety and State Anger. Exposure to missile attacks was found to be significantly positively linked to stress reactions; exposure was negatively linked to SOC which was also negatively linked to stress reactions. The mediation hypothesis was supported, with SOC mediating the effect of exposure to missile attacks on stress reactions. It seems that SOC may have a protective effect against stress reactions among adolescents exposed to political violence. This should be further studied in a longitudinal research.

Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values.

BACKGROUND: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. AIMS: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students' identified regulation would relate negatively to self-reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers' AST and student bullying would be mediated by students' identification with the value of considerateness towards others. SAMPLE: The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower-middle to middle-class socioeconomic backgrounds. METHOD: The participants completed questionnaires assessing the variables of interest. RESULTS: Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self-reported bullying in class. The mediational hypothesis was supported at the between-class level and at the within-class level. CONCLUSIONS: The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization.

Conditional Regard in the Classroom: A Double-Edged Sword.

Teachers' conditional positive and negative regard are widely endorsed teaching practices aimed to enhance students' involvement and achievement in school. Previous research has mostly tapped the need frustration and harmful psychological well-being implications of these practices. Yet knowledge of their specific effects on school engagement is scant. This study investigated the association between students' perceptions of homeroom teachers' conditional positive and negative regard and their behavioral engagement, while considering the levels at which these practices are conceptualized and operate (a teacher characteristic and a student characteristic). Participants were n = 2533 students from 107 classes in the 7th to 10th grades. Multilevel analysis found conditional positive regard was positively associated with school engagement while conditional negative regard was inversely related. These findings were obtained at both the within- and between-class levels. Based on the findings, we argue conditional regard is a double-edged sword. Consistent with previous research, we suggest conditional negative regard has an undermining effect, and we point to conditional positive regard's potential to enhance engagement. Lastly, we discuss the importance of the level of analysis and the alignment of theory with measurement.

The emotional and academic consequences of parental conditional regard: comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices.

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.

Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.

BACKGROUND AND AIMS: This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesised that teacher behaviours that help students to understand the relevance of schoolwork for their personal interests and goals are particularly important predictors of engagement in schoolwork. SAMPLES AND METHODS: Israeli students in grades 3-5 (N = 498) and in grades 6-8 (N = 364) completed questionnaires assessing the variables of interest. RESULTS: Smallest Space Analyses indicated that both children and early adolescents can differentiate among three types of autonomy enhancing teacher behaviours - fostering relevance, allowing criticism, and providing choice - and three types of autonomy suppressing teacher behaviours - suppressing criticism, intruding, and forcing unmeaningful acts. Regression analyses supported the hypothesis concerning the importance of teacher behaviours that clarify the personal relevance of schoolwork. Among the autonomy-suppressing behaviours, 'Criticism-suppression' was the best predictor of feelings and engagement. CONCLUSIONS: The findings underscore the active and empathic nature of teachers' role in supporting students' autonomy, and suggest that autonomy-support is important not only for early adolescents but also for children. Discussion of potential determinants of the relative importance of various autonomy-affecting teacher actions suggests that provision of choice should not always be viewed as a major indicator of autonomy support.

Integration of negative emotional experience versus suppression: addressing the question of adaptive functioning.

Integrative emotion regulation is defined as the ability to experience negative emotions, explore their sources, and use this exploration for volitional regulation of behavior. Empirical research on integrative regulation is quite scarce and relies mainly on self-reports. The present research comprised 2 studies exploring the behavioral, emotional, and cognitive consequences of integrative emotion regulation and suppression of emotion, in relation to a fear-eliciting film. Study 1 examined associations between emotion regulation types (self-reported) and defensive versus nondefensive emotional processing (coded from postfilm open-ended written texts) in 80 Israeli college students. In Study 2, we manipulated the emotion regulation types by assigning 120 Israeli college students to integrative, suppressive, and control (neutral) conditions and exposing them twice to the same fear-eliciting film, 72 hr apart. We hypothesized that in the second exposure to the film, participants who were instructed to practice integrative regulation would benefit more than participants in the other 2 groups in terms of lower arousal level related to an experience of fear (measured by skin conductance, physical observation, and self-report) and better cognitive capacity (on a recall test). In general, the results supported our hypotheses. In comparison to suppression, integrative regulation was associated with less defensive written expression in the first study and with lower arousal and better cognitive recall in the second study. Hence, current outcomes provide some support for the assumption that taking interest in and accepting one's negative emotions is linked with less defensive processing of negative experiences and with better functioning.

Coping strategies as mediators of the relationship between sense of coherence and stress reactions: Israeli adolescents under missile attacks.

This study aimed to explore the relationships between sense of coherence (SOC) and stress reactions as mediated by cognitive appraisal and coping strategies among adolescents facing the acute stressful situation of missile attacks. Employing the Salutogenic Model and the interactionist approach to coping, we asked what the roles of situational factors such as coping strategies and cognitive appraisal were in mediating the relationship between SOC and stress reactions. Data were gathered during January 2009 when hundreds of missiles fell in southern Israel. One hundred and thirty eight adolescents filled out questionnaires dealing with SOC, cognitive appraisal (endangerment feelings), Adolescent Coping Scale, state anxiety, state anger, and psychological distress. Overall, our model explained 55% of the variance in stress reactions. SOC had the strongest total direct and indirect effects. Previous findings have indicated SOC as playing only a limited role in explaining stress reactions in acute stress situations. The results of this study highlight the potential of SOC as a powerful resilience factor even in an acute situation, through mediation of situational factors.

Coping strategies among adolescents: Israeli Jews and Arabs facing missile attacks.

The study examined the use of coping strategies among Israeli Jewish and Arab adolescents who faced missile attacks during the Second Lebanon War. We further explored the role of ethnicity, gender and age in explaining psychological distress and the ways in which different coping strategies relate to health outcomes in the two ethnic groups. Data were gathered from 303 Israeli adolescents (231 Jews and 72 Arabs), 12-19 years old, who filled out self-reported questionnaires among which were demographics; Adolescent Coping Scale, Scale of Psychological Distress (SPD), state anxiety and state anger. Both Jewish and Arab adolescents mostly used "problem solving" coping strategies and reported relatively low levels of psychological distress. Similarities among Jews and Arabs were indicated in the use of "problem solving" coping strategies but not in the use of "reference to others"--and "non-productive" coping strategies. Significant but small effects were indicated for gender and interaction of ethnicity and age on "psychological distress." The coping strategies explained only 35% of the variance of stress reactions for the Jewish group but 51% for the Arab group. The results are discussed against the background of an interactionist approach, considering coping as a function of interaction between the stressful war event and the individual-cultural background.

Perceived parental conditional regard and autonomy support as predictors of young adults' self- versus other-oriented prosocial tendencies.

The current research examined the relations of parental conditional regard and autonomy-supportive parenting with levels of internalization and self- versus other-oriented helping tendencies. As predicted from self-determination theory, college students' perceptions of parental conditional regard correlated positively with introjection internalization and self-oriented helping tendencies. Autonomy-supportive parenting predicted fuller internalization and other-oriented helping. Results suggest that the relations between parental practices and prosocial orientations are mediated by the level of internalization that was predicted by each parental practice.

The emotional costs of parents' conditional regard: a self-determination theory analysis.

Parents' use of conditional regard as a socializing practice was hypothesized to predict their children's introjected internalization (indexed by a sense of internal compulsion), resentment toward parents, and ill-being. In Study 1, involving three generations, mothers' reports of their parents' having used conditional regard to promote academic achievement predicted (a) the mothers' poor well-being and controlling parenting attitudes, and (b) their college-aged daughters' viewing them as having used conditional regard, thus showing both negative affective consequences from and intergenerational transmission of conditional regard. Study 2 expanded on the first by using four domains, including both genders, and examining mediating processes. College students' perceptions of their mothers' and fathers' having used conditional regard in four domains (emotion control, prosocial, academic, sport) were found to relate to introjected internalization, behavioral enactment, fluctuations in self-esteem, perceived parental disapproval, and resentment of parents. Introjection mediated the link from conditional regard to behavioral enactment. The results suggest that use of conditional regard as a socializing practice can promote enactment of the desired behaviors but does so with significant affective costs.