Component of the emotion generative process (Gross, 1998; Mikolajczak, 2012) | Subscales of the CERQ-Child (Garnefski et al., 2007) | Subscales of the COPE-questionnaire (De Corte et al., 2011) | Subscales of the CERS-M |
Situation selection | | | - Task utility self-persuasion (e.g. “Even if I do not like it very much, I still try to solve the problem because it is useful for me”). - Dysfunctional avoidance (e.g. “In order not to live through an unpleasant time, I tell myself that I will solve the problem later”) |
Situation modification | - Planning (e.g. “I think about what would be the best for me to do”) | - Active coping (e.g. “I concentrate my efforts on doing something about the problem”) - Planning (e.g. “I think hard about what steps to take”) - Restraint coping (e.g. “I’m not doing anything until the time is right”) - Seeking support for instrumental reasons (e.g. “I ask people who have had similar experiences what they did”) | - Help seeking (e.g. “I ask the teacher to help me to solve the problem”) - Negative self-talk (e.g., “I say to myself that I have always had difficulty in solving math problems and that it is not going to change”) |
Attentional deployment | - Rumination (e.g. “Again and again, I think of how I feel about it”) - Positive refocusing (e.g. “I think of nicer things that have nothing to do with it”) | - Suppression of competing activities (e.g. “I concentrate on the resolution of the problem and I put the other things on the side”) - Denial (e.g. “I say to myself that it is not true”) - Mental disengagement (e.g. “I dream about things other than this”) - Behavioral disengagement (e.g. “I give up trying to reach my goal”) - Turning to religion (e.g. “I believe in God’s help”) | - Brief attentional relaxation (e.g. “I take small breaks ?looking out the window, breathing deeply, etc.― when I solve math problems”) - Negative self-talk (e.g. “I’m focusing on the anger, sadness, boredom or despair that I feel and I can no longer continue to solve the problem”) |
Cognitive change | - Positive reappraisal (e.g. “I think that I can learn from it”) - Putting into perspective (e.g. “I think that worse things can happen”) - Other-blame (e.g. “I think that others are to blame”) - Self-blame (e.g. “I think that I am to blame”) - Catastrophizing (e.g. “I often think that it’s much worse than what happens to others”) - Acceptance (e.g. “I think that I have to accept it”) | - Positive reinterpretation and growth (e.g. “I look for something positive in what is happening”) - Acceptance (e.g. “I accept the fact that it happens”) - Joking (e.g. “I laugh at the situation”) | - Task utility self-persuasion (e.g. “Even if I dislike solving math problems, I tell myself that it is important to do so in order to be able to understand them and thereby to succeed”). - Negative self-talk (e.g., “I tell myself that it is terrible not being able to solve the problem and that I am sure that it only happens to me”) |
Response modulation | | - Alcohol-drug disengagement (e.g. “I consume alcohol or drugs to feel better”) | - Brief attentional relaxation (e.g. “I put down my pen a few seconds and stretch my arms”). |
Emotion expression | | - Seeking support for emotional reasons (e.g. “I talk to someone about how I feel”) - Seeking support for instrumental reasons (e.g. “I ask people who have had similar experiences what they did”) - Focus on and venting emotions (e.g. “I am upset and I express my emotions”) | - Emotion expression (e.g. “I tell my neighbor that the problem makes me angry, sad, hopeless, or bored”) |