Uncovering the Dynamics of Emotion Regulation and Dysfunction in Daily Life with Ecological Momentary Assessment
Document Type
Book Chapter
Publication Date
2010
Keywords
Heart Rate Variability, Negative Affect, Anxiety Disorder, Positive Affect, Emotion Regulation
Digital Object Identifier (DOI)
https://doi.org/10.1007/978-1-4419-6953-8_14
Abstract
The Ecological Momentary Assessment (EMA) method permits researchers to overcome some of the limitations of typical self-report methods and enable study of the dynamics of experiences and behaviors as they occur over time and across settings in daily life. Since Myin-Germeys and colleagues (Psychological Medicine:1533–1547, 2009) recently published an excellent general overview of EMA applications in psychopathology research, this chapter focuses specifically on EMA applications for understandingemotion in psychopathology. We briefly survey EMA methods developed over the past 30 years. Next, we explain the utility of using EMA to study emotional functioning, highlighting selected areas in emotion research where the potential of EMA modalities for clinical description, assessment, and clinical interventions are beginning to be realized. Our discussion of applications draws upon our own work with mood and anxiety disorders. Finally, we discuss the promise of EMA for improving the assessment and treatment of emotional disorders, as well as highlighting several priority areas for future investigation.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Uncovering the Dynamics of Emotion Regulation and Dysfunction in Daily Life with Ecological Momentary Assessment, in I. Nyklicek, A. J. J. M. Vingerhoets, & M. Zeelenberg (Eds.), Emotion Regulation and Well-Being, Springer, p. 225–244
Scholar Commons Citation
Bylsma, Lauren M. and Rottenberg, Johnathan, "Uncovering the Dynamics of Emotion Regulation and Dysfunction in Daily Life with Ecological Momentary Assessment" (2010). Psychology Faculty Publications. 1827.
https://digitalcommons.usf.edu/psy_facpub/1827