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Smiling won't make you feel better, but it might make people like you more: Interpersonal and intrapersonal consequences of response-focused emotion regulation strategies.

ABSTRACT: Emotion regulation (ER) is integral to well-being and relationship quality. Experimental studies tend to explore the intrapersonal effects of ER (i.e. impacts of ER on oneself) and leave out the interpersonal impacts (i.e. the bidirectional impact of ER on the regulator and partner). The ER strategy expressive suppression shows maladaptive interpersonal and intrapersonal consequences during distressing conversations. We aimed to explore whether other ER strategies that modify facial expressions (i.e. expressive dissonance) have similar consequences to suppressing emotional expressions. We randomly assigned 164 women participants to use expressive dissonance and expressive suppression or to naturally express emotions, while engaging in a conversation task with a confederate. We observed intrapersonal outcomes, including electrodermal activity and self-reported affect throughout the experiment, and memory performance after. Video coders unaware of the study goals assessed the conversation on interpersonal qualities (e.g. friendliness and likeability). There were no differences between conditions on intrapersonal outcomes. Participants engaging in expressive dissonance, however, were rated more positively, and participants in the expressive suppression condition were rated more negatively on interpersonal qualities, relative to the control condition. Although neither strategy appeared to impact the participant, intrapersonally, both notably influenced the observer's impression of the participant.

SUBMITTER: Bahl N

PROVIDER: S-EPMC9210114 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students' daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.

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Smiling won't make you feel better, but it might make people like you more: Interpersonal and intrapersonal consequences of response-focused emotion regulation strategies.

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