Abstract
Goal orientation theory is concerned with performance and learning goals in academic, athletic, and other ability areas. Here
we examine performance and learning goals for emotion regulation. We define performance goals for emotion regulation as seeking
to prove one’s ability to manage emotions; learning goals for emotion regulation are defined as seeking to improve one’s ability to manage emotions. In two studies, we tested the hypothesis that performance goals for emotion regulation
would be associated with greater use of defensive emotion regulation strategies and depressive symptoms. Results from both
studies showed that individuals with greater performance goals for emotion regulation reported higher levels of rumination
and thought suppression and greater depressive symptoms, while individuals with greater learning goals reported greater use
of cognitive reappraisal. The findings suggest that goals for emotion regulation may help explain individual differences in
use of defensive versus constructive emotion regulation strategies.
we examine performance and learning goals for emotion regulation. We define performance goals for emotion regulation as seeking
to prove one’s ability to manage emotions; learning goals for emotion regulation are defined as seeking to improve one’s ability to manage emotions. In two studies, we tested the hypothesis that performance goals for emotion regulation
would be associated with greater use of defensive emotion regulation strategies and depressive symptoms. Results from both
studies showed that individuals with greater performance goals for emotion regulation reported higher levels of rumination
and thought suppression and greater depressive symptoms, while individuals with greater learning goals reported greater use
of cognitive reappraisal. The findings suggest that goals for emotion regulation may help explain individual differences in
use of defensive versus constructive emotion regulation strategies.
- Content Type Journal Article
- Pages 1-17
- DOI 10.1007/s11031-011-9229-6
- Authors
- Natalie Rusk, Eliot-Pearson Department of Child Development, Tufts University, 105 College Ave., Medford, MA 02155, USA
- Maya Tamir, Department of Psychology, The Hebrew University, Jerusalem, Israel
- Fred Rothbaum, Eliot-Pearson Department of Child Development, Tufts University, 105 College Ave., Medford, MA 02155, USA
- Journal Motivation and Emotion
- Online ISSN 1573-6644
- Print ISSN 0146-7239