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| Autor/inn/en | You, Dokyoung S.; Rassu, Fenan S.; Meagher, Mary W. |
|---|---|
| Titel | Emotion Regulation Strategies Moderate the Impact of Negative Affect Induction on Alcohol Craving in College Drinkers: An Experimental Paradigm |
| Quelle | In: Journal of American College Health, 71 (2023) 5, S.1538-1546 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0744-8481 |
| DOI | 10.1080/07448481.2021.1942884 |
| Schlagwörter | Drinking; Alcohol Abuse; Self Control; Comparative Analysis; Emotional Disturbances; Therapy; Coping; Cognitive Processes; Depression (Psychology); Measures (Individuals); Likert Scales; Student Characteristics; Undergraduate Students; Texas |
| Abstract | Objectives: Observational studies suggest emotion regulation (ER) as a potential treatment target for problematic college drinking. The primary aim of this laboratory study was to determine whether trait ER strategies would moderate the impact of negative affect induction on alcohol craving in college drinkers. Methods: Participants were randomly assigned to a neutral (n = 74) or a negative affect induction (n = 76) and reported their craving after the affect inductions. Results: Greater use of drinking to cope and less use of cognitive reappraisal predicted greater alcohol craving after the negative affect induction, but not after the neutral condition. In contrast, emotion suppression did not predict alcohol craving in either condition. Conclusion: Our results highlight the role of ER tendencies--particularly the benefits of cognitive reappraisal--on alcohol craving when experiencing emotional distress. Therefore, ER strategies may be an important target for college drinkers to prevent and reduce problematic drinking. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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