CONTENTS

List of Tables...................................................................................................(ⅱ)

Abstract

Chapter 1. Introduction.....................................................................................1

1.1 Context of the Study...................................................................1

1.2 Need and Significance of the Study............................................5

1.3 Aim of the Study.........................................................................6

Chapter 2. Review of Literature........................................................................7

2.1 Theoretical Review.....................................................................7

2.2 Review of Related Literature.......................................................9

2.3 Research Gap..............................................................................12

2.4 Research Question......................................................................13

Chapter 3 Method.............................................................................................14

3.1 Objectives...................................................................................14

3.2 Variables and Operational Definitions.......................................15

3.3 Hypotheses.................................................................................16

3.4 Sample........................................................................................16

3.5 Assessment Tools.......................................................................17

3.6 Research Design.........................................................................18

3.7 Data Collection...........................................................................18

3.8 Statistical Techniques.................................................................19

Chapter 4. Result and Discussion.....................................................................20

4.1 Result .........................................................................................20

4.2 Discussion..................................................................................21

Chapter 5. Summary and Conclusion................................................................25

 5.1 Conclusion................................................................................25

5.2 Implications..............................................................................25

5.3 Limitations................................................................................26

5.4 Suggestions...............................................................................26

References…………………………………………………………………...27

Appendices
 LIST OF TABLES

Table No. Title of the Table Page No.

1 Spearman’s Rank Correlation Coefficient Between 18

Cognitive Reappraisal & Positive Mental Health Among

Young Adults

2 Spearman’s Rank Correlation Coefficient Between 19

Expressive Suppression& Positive Mental Health Among

Young Adults
 Abstract

Young adulthood represents a period marked by multiple changes, encompassing

educational endeavors, career decisions, and interpersonal connections. Maintaining

positive mental health becomes increasingly vital during this transitional stage.

Effective emotion regulation emerges as a pivotal ability for young adults as they

confront the intricate demands of personal growth, academic pursuits, and social

interactions. Recognizing the necessity and significance of emotion regulation and

positive mental health is fundamental for nurturing mental wellness, fostering healthy

relationships, and achieving overall fulfillment. The prime focus of this study was to

examine the association of emotion regulation and positive mental health among

young adults in Kerala. A sample of 200 young adults were selected using the

convenience sampling technique from various colleges in Kottayam and

Pathanamthitta district in Kerala. The data collected was analyzed based on a

correlational research design using SPSS. Emotion Regulation Scale, and Positive

Mental Health Scale (PMH) were used to measure emotion regulation (cognitive

reappraisal and expressive suppression) and positive mental health of young adults

respectively. Cognitive reappraisal was found to be positively correlated and

expressive suppression was found to be negatively correlated with positive mental

health but both were statistically insignificant. Further studies with a bigger sample

size are needed. This study provided a new avenue for understanding the emotion

regulation and positive mental health young adulthood population in Kerala.

 1

Chapter 1

Introduction

1.1. The Context of the Study

The period of young adulthood involves multiple changes, such as educational

endeavors, career decisions, and personal relationships. Proficient emotion regulation

helps young adults navigate the uncertainties and challenges linked to these

transitions, contributing to the formation of a stable identity and enabling adaptive

responses to evolving situations. The period of young adulthood, encompassing the

ages of 18 to 25, signifies a unique developmental stage as individuals move from

adolescence to adulthood.

During this phase, significant developmental responsibilities arise, allowing

young adults to explore self-discovery, define their personal identities and belief

systems, and achieve increased independence and autonomy. From both biological

and psychological perspectives, young adulthood is fundamentally defined by

maturation and transformation, although these changes may seem less dramatic

compared to the profound transitions experienced in childhood and adolescence. The

rapid increases in growth and the development of secondary sexual characteristics

during puberty signify the physical changes from childhood to adolescence. While

transitioning from adolescence to adulthood, physical changes continue, albeit at a

more gradual rate. Moreover, it functions as a phase for understanding self-concepts

and ideal concepts, highlighting interpersonal responsiveness and responsibility, self-

expression, and expressing disapproval of certain ideologies (Haan et al.,1968). The

psychological and brain development that occurs during young adulthood illustrates
 2

the transformative essence of this stage, emphasizing its crucial role in the

progression from adolescence to adulthood.

1.1.1. Emotion Regulation

Traditionally, emotions have been perceived as intense feelings that arise and

subside, largely independent of conscious control (Solomon, 1976). Nevertheless,

there is an increasing recognition that individuals wield substantial influence over

their emotions, employing a diverse array of strategies to shape the emotions they

experience and the timing of those experiences (Gross, 1998). How we manage our

emotions significantly impacts both our overall well-being (Webb et al., 2012) and the

quality of our social connections (Cameron and Overall, 2017). Recognizing the

necessity and importance of emotion regulation in this group is vital for nurturing

mental well-being, interpersonal relationships, and overall success. The process of

regulating emotions frequently entails altering emotional responses, which can

include amplifying, diminishing, or sustaining both positive and negative emotions

(Aldao et al., 2010; Webb et al., 2012). These modifications can take place across

three dimensions: the types of emotions individuals possess, the timing of their

emotional experiences, and the manner in which they perceive and convey these

emotions (Koole et al., 2009).

The regulation of emotions has been associated with critical results, including

mental well-being (Gross &Muñoz, 1995). However, the regulation of emotions can

also be evident through more explicit expressions. Therefore, emotion regulation can

be described as the collection of processes through which individuals attempt to alter

the natural course of their emotions. Some perspectives also explore the influence of

the external environment on emotion regulation. In the process of regulating

 3

emotions, individuals may enhance, sustain, or diminish both positive and negative

emotions. Consequently, emotion regulation frequently encompasses alterations in

how individuals respond emotionally. Modifications can take place in the types of

emotions individuals experience, the timing of their emotional experiences, and the

way they perceive and communicate their emotions (Gross, 1999). Significantly, the

emotional adjustments resulting from emotion regulation may or may not align

individuals with the desired emotional state. Emotion regulation can also be

unsuccessful in various ways, leading individuals to exhibit undesired emotions

despite their sincere attempts to prevent them. Persistent difficulties in regulating

emotions may significantly interfere with psychological well-being.

Actively managing both positive and negative emotions can significantly

contribute to improving an individual's mental health. Emotion regulation is primarily

centered on the purposeful choice and implementation of different strategies. There

are two major strategies for emotion regulation which are cognitive reappraisaland

emotional suppression (Gross, 1998, 2008). Cognitive reappraisal is a cognitive

adjustment method that entails interpreting a situation that could evoke emotions in a

manner that alters its emotional effect (Lazarus & Alfert, 1964). As an illustration, in

the context of a college admissions interview, an individual could perceive the

exchange as a chance to assess their liking for the school, rather than interpreting it as

a test of their personal worth. Expressive suppression is a method of adjusting

responses that entails restraining current behaviors that convey emotions (Gross,

1998). As an instance, an individual could maintain a neutral facial expression while

possessing a strong hand in a card game.

Understanding the importance of emotion regulation for young adults is

crucial for their comprehensive development and well-being. Introducing strategies

 4

and interventions that foster healthy emotion regulation not only provides young

adults with vital life skills but also contributes to the cultivation of a more resilient,

emotionally intelligent, and successful generation.

1.1.2. Positive Mental Health

Maintaining positive mental health is a vital component of general well-being,

and its significance becomes especially evident during the transitional period of

young adulthood. Recognizing the necessity and importance of positive mental health

in this demographic is essential for personal growth, societal advancement, and the

prevention of mental health disorders. It also involves personal characteristics like

self-esteem and a feeling of control, in addition to the capacity to exhibit resilience in

difficult circumstances and manage life stressors effectively (WHO, 2001).

The concept of positive mental health encompasses the abilities for

psychological, emotional, intellectual, social, and spiritual growth. Positive mental

health is a broad concept that incorporates diverse constructs and theories relevant to

its understanding and assessment. In recent years, there has been a shift in

perspective, recognizing that the absence of mental disorders alone does not indicate

the existence of positive mental health (WHO, 2001). Hence, the components of

positive mental health (PMH) and mental health issues can coexist, representing

distinct yet interconnected concepts. Both positive mental health, (often referred to as

mental well-being) and mental disorders (also known as mental health problems,

psychopathology, or negative well-being) are deemed essential components of

thorough mental health evaluations. This aligns with the principles of the "dual-factor

model of mental health (Suldo& Shaffer, 2008). Positive mental health posits that

mental well-being is inherently positive, representing a state of flourishing rather than

 5

simply the absence of mental illness. It recognized as a crucial asset for general health

and well-being (Huppert FA,2009).

Positive mental health practices cultivated during young adulthood frequently

endure into later life. Making investments in mental well-being during this influential

phase lays the foundation for a healthier and more gratifying life path, diminishing the

risk of encountering mental health issues in the future.

In summary, understanding the importance of positive mental health in young

adults is vital for promoting personal development, academic and professional

achievements, resilience, and the collective well-being of society. Introducing

strategies and interventions that foster positive mental health during this pivotal life

stage can yield enduring positive impacts on both individuals and the broader

community.

1.2. Need and Significance of the Study

Understanding the relationship between emotion regulation and positive

mental health in young adults is a compelling area of research with significant

implications for both academic and practical domains. The need for such research

stems from several critical factors.

Firstly, young adulthood is a pivotal phase characterized by dynamic

emotional, social, and cognitive development. Effective emotion regulation during

this period may play a crucial role in shaping long-term mental health outcomes.

Exploring this relationship can provide valuable insights into the factors influencing

mental well-being during a key developmental stage.

 6

Secondly, the prevalence of mental health issues among young adults

underscores the urgency of investigating potential protective factors. If emotion

regulation is identified as a significant contributor to positive mental health,

interventions and preventive strategies can be tailored to enhance emotion regulation

skills, potentially mitigating the risk of mental health disorders.

The significance of this research extends to practical applications in education,

healthcare, and community interventions. Schools and colleges could integrate

emotion regulation training into their curriculum, equipping young adults with

essential skills to navigate challenges. Mental health professionals can also benefit

from targeted interventions based on a deeper understanding of the intricate interplay

between emotion regulation and mental well-being.

1.3. Aim of the Study

The aim of this study is to understand the relationship between emotion

regulation and positive mental health among young adults.

 7

Chapter 2

Review of Literature

2.1. Theoretical Review

2.1.1. Emotion Regulation

The Process Model of Emotion Regulation by Gross outlines five phases in the

regulation of emotions, encompassing situation selection, situation modification,

attention deployment, cognitive change, and response modulation. Gross underscores

the concept that individuals have the ability to regulate emotions at various stages

within the process of generating emotions. (Gross, 1998)

Thompson's Emotion Regulation Model highlights the significance of parents

and caregivers in assisting children in forming successful strategies for regulating

emotions. The model incorporates elements such as adjusting emotional arousal,

cognitive assessments, and coping techniques. (Thompson, 1994)

Schore's Affect Regulation Model proposed in 1994 underscores the influence

of early attachment experiences in molding both brain development and the ability to

regulate emotions. It underscores the link between regulatory mechanisms and the

social surroundings, particularly within the framework of interactions between

caregivers and infants.

Lazarus's (1991) Process Model of Emotion Regulation underscores the

significance of cognitively appraising emotions and subsequently managing emotional

responses. He proposed that individuals manage emotions through reevaluating the

significance of a situation or employing coping strategies.

 8

The Three-Process Model of Emotion Regulation suggests three fundamental

processes in the regulation of emotions: detection, selection, and implementation. It

highlights the dynamic and interactive characteristics of these processes in influencing

emotional reactions. (Ketelaar, 2019)

2.1.2. Positive Mental Health

Engel's (1977) Biopsychosocial Model proposes that biological,

psychological, and social factors are interlinked components in comprehending health

and illness. It underscores the significance of taking into account various levels of

influence in evaluating and addressing mental health concerns.

The Transactional Model of Stress and Coping centers on the dynamic

interplay of stress and coping, giving importance to cognitive appraisals in

determining how stressors affect mental health. It differentiates between initial

(primary) and subsequent (secondary) appraisals while examining various coping

strategies. (Lazarus & Folkman, 1984)

Bandura's (1986) Social Cognitive Theory underscores the significance of

observational learning, self-efficacy beliefs, and reciprocal determinism in

comprehending mental health. The theory proposes that individuals acquire

knowledge through observing others, and their ability to cope with stressors is

influenced by their self-efficacy beliefs.

The Positive Psychology Model introduced by Seligman and Csikszentmihalyi

(2000) explores strengths, virtues, and elements that contribute to the well-being and

success of individuals. Seligman's model highlights the significance of positive

emotions, engagement, relationships, meaning, and accomplishments in promoting

mental well-being.
 9

The mental health Recovery Model centers on an individual's personal process

of overcoming mental illness. The model underscores the importance of fostering

hope, promoting empowerment, and recognizing the individual's active participation

in their own recovery. (Anthony, 1993)

2.2. Review of Related Literature

Llewellyn et al. (2013) conducted research examining how reappraisal and

suppression play a role in the relationship between regulatory focus and anxiety in a

group of 179 young to middle-aged adults (110 women, 69 men). The participants

were part of a larger study investigating cognition, affect, and personality using

various methods. The research utilized tools such as the Regulatory Focus

Questionnaire, Emotion Regulation Questionnaire, and State–Trait Anxiety Inventory.

The findings, obtained through multigroup comparison analyses, indicated no

significant differences in the fit of constrained and unconstrained models for any

individual path (s2(1) .01–1.66, ns), suggesting that gender did not significantly

impact any specific paths in the study.

Arndt et al. (2013) explored how desirable responding mediates the

connection between emotion regulation and anxiety in a sample of 4737

undergraduate students. The study employed the Emotion Regulation Questionnaire

(ERQ) and State-Trait Anxiety Inventory. The results indicated that desirable

responses, specifically self-deceptive enhancement, played a mediating role in the

influence of emotion regulation traits on anxiety.

Desrosiers et al. (2013) examined the role of mindfulness and emotion

regulation in individuals with depression and anxiety within a sample of 187 adults
 10

seeking treatment for mood and anxiety disorders. Employing several self-report

measures, including the Mood and Anxiety Symptom Questionnaire and various

emotion regulation scales, the research revealed that the relationship between

mindfulness and depressive symptoms was mediated by both rumination and

reappraisal.

Bal and Smit (2012) investigated how emotion regulation and age impact

responses to psychological contract breaches in a sample of 163 employees from

different Dutch organizations. Using the Psychological Contract Breach Scale and

Emotion Regulation Scale, the research found that Reappraisal played a mitigating

role in the connection between contract breach and positive affect. Additionally,

suppression moderated this link, particularly among younger employees. In contrast,

older workers who employed high levels of suppression faced an intensified

association. Furthermore, the correlation between contract breach and negative affect

was more pronounced in younger workers compared to their older counterparts.

Kafetsios et al. (2012) conducted a study examining the connections between

leaders' and subordinates' emotion regulation, as well as their satisfaction and affect at

work. The research involved 51 school directors/supervisors (38 men and 13 women)

and 281 teachers (subordinates, with 34% men) from secondary and primary

education institutions in Central Greece. The directors' average age was 52.7 years

(SD = 4.2), while subordinates' average age was 43.5 years (SD = 6.9). The tools

employed included the Emotion Regulation Questionnaire, General Index of Job

Satisfaction, Job Affect Scale, Maslach Burnout Inventory, and Perceived Cohesion

Scale. The results revealed inter-correlations among all the study variables at both the

individual and group levels.

 11

Cui et al. (2012) investigated the correlation between emotion regulation and

suicidal attitudes among 406 postgraduate students from three universities. The study

utilized the Emotion Regulation Questionnaire (ERQ) and Suicide Attitude

Questionnaire (QSA). Through correlation and regression analyses, the research

emphasized the significance of suppressing negative emotion and avoiding positive

emotion as crucial variables influencing suicidal attitudes among graduate students.

Mitrofan and Ciuluvică (2012) conducted a study on anger and hostility as

indicators of emotion regulation and life satisfaction at the beginning and end of

adolescence. The sample comprised 320 high school students and undergraduates,

including 219 (64%) females and 111 (36%) males, with ages ranging from 15 to 25

years (mean age 17.87, SD = 2.04). The tools utilized in the study included the

Aggression Questionnaire, Emotion Regulation Questionnaire, Satisfaction with Life

Scale, and Difficulties in Emotion Regulation Scale. The findings revealed a

significant relationship between anger and emotion regulation, as well as hostility and

life satisfaction.

Yeung, D. Y., et al. (2011) conducted a study investigating how emotion

regulation acts as a mediator in age-related differences in emotions. The sample

comprised 302 university students and 352 working adults (total N = 654) aged

between 18 and 64 (mean age = 31.04, SD = 11.46), with 58.8% female participants.

The tools employed included the Positive and Negative Affect Scales and Emotion

Regulation Questionnaire. The results indicated a significant association between age

and positive emotions, as well as cognitive reappraisal. However, there were no

discernible differences in negative emotions and suppression between younger and

older adults. Cognitive reappraisal was identified as a partial mediator in the

 12

relationship between age and positive emotions. The study's findings contribute to our

understanding of the underlying mechanisms behind age-related variations in

emotional experiences.

Hopp et al. (2011) conducted research on the unconscious pursuit of emotion

regulation and its implications for psychological health in a sample of 222 individuals

(56% women, 44% men) from the Denver Metro Area. Participants, with an average

age of 39.5 years (SD11.6, Range: 21-60), were recruited through online bulletin

postings and in public areas such as Laundromats and local hospitals. The study

utilized tools including the Life Experiences Survey, Emotion Regulation

Questionnaire (ERQ), Emotion Regulation-IAT, and Interpersonal Support Evaluation

List. The findings indicated that the positive effects of unconscious emotion

regulation processes depend on their interaction with conscious emotion regulation

processes.

Arditte and Joormann (2011) examined emotion regulation in individuals with

depression, specifically focusing on four strategies: cognitive reappraisal, expressive

suppression, reflection, and brooding. The study, involving 40 participants aged 18 to

60 years, indicated that the frequency of employing these strategies could serve as a

predictor for recovering from a major depressive episode. This finding supports the

notion that the adaptive utilization of reflection may be beneficial for individuals

diagnosed with depression.

2.3. Research Gap

While there is existing literature on the relationship between emotion

regulation and mental health in various populations, there is a notable gap in research
 13

specifically addressing the nuances of this relationship among young adults in the

Kerala population. The available studies predominantly focus on Western or

generalized populations, and there is limited empirical evidence regarding the unique

cultural and contextual factors that may influence the interplay between emotion

regulation strategies and positive mental health outcomes among young adults

specifically in Kerala, India.

2.4. Research Question

Is there any significant relationship between emotion regulation and positive

mental health among young adults?

 14

Chapter 3

Method

3.1. Objectives

3.1.1.To study the significant relationship between cognitive reappraisal and positive

mental health among young adults

3.1.2.To study the significant relationship between expressive suppression and

positive mental health among young adults

3.2. Variables and Operational Definitions

3.2.1 .Theoretical Defintions

3.2.1.1. Emotion Regulation. The concept of emotion regulation is defined in

diverse ways within the field of psychology. Campos et al. (2004) propose a unified

model of emotion and emotional regulation. They contend that the expression of

emotions and the regulation of emotions are intertwined processes that occur

simultaneously rather than sequentially. These processes operate in parallel, serving

identical functions. Psychological mechanisms, including the avoidance or pursuit of

situations likely to evoke specific emotions, can act as preventive measures against

experiencing those emotions. Consequently, processes like evaluating a situation and

self-assessing one's regulatory capabilities play a dual role in both triggering and

controlling emotions.

3.2.1.2. Positive Mental Health. The concept of positive mental health was

developed by Marie Jahoda, who argues that positive mental health can be viewed as

an enduring personality characteristic or as a less permanent function of personality

and the social situation (Jahoda 1958). Jahoda identified the following six approaches

to the definition of positive mental health, which are described in detail below: (1)
 15

attitude toward own self; (2) growth, development, and self-actualization; (3)

integration; (4) autonomy; (5) perception of reality; and (6) environmental mastery.

3.2.1.3. Young Adulthood. Jeffery Arnett (2000) developed the theory of

emerging adulthood. He argued that this timeframe is a distinct phase of transition for

those aged 18 to 25 years, who areneither adolescents nor adults. Emerging adulthood

is characterized by individual variability,semi-autonomy, identity exploration, and

changing worldviews. The transition from emerging adulthood to adulthood occurs

when young people obtain stable housing, complete schooling, establish a career,

form a committed romantic relationship, accept responsibility for oneself, and gain

financial independence.

3.2.2 . Operational Defintions

3.2.2.1. Emotion Regulation. Gross and John (2003 ) thought that emotion

regulation referred to the processes influencing experience and expression of

emotions.Gross considered emotional response as a boundary, and divides the process

of emotion regulation into antecedent-focused emotion regulation and response-

focused emotion regulation. Antecedent-focused processes occur before appraisals

give rise to a full-blown emotional response, including situation selection, situation

modification, attentional deployment, and cognitive change. Response-focused

processes occur after the emotional responses are generated, including response

modulation

3.2.2.2. Positive Mental Health. Two theories dominate the field regarding

the components of PMH: The hedonic tradition deals withpositive affect (or positive

emotions and moods) andhigh life-satisfaction, whereas the eudaimonic

traditionfocuses on optimal functioning of an individual in everyday life. Taking both

 16

the hedonic and the eudaimonic approaches into account, PMH can bedefined as the

presence of general emotional, psychological, and social well-being.

3.2.2.3. Young Adulthood. Young adulthood, typically defined as the life

stage spanning from ages 18 to 25, is a period of significant transition and

development characterized by various physical, cognitive, social, and emotional

changes. This stage is often marked by the pursuit of independence, identity

exploration, and the assumption of adult roles and responsibilities.

3.3. Hypotheses

3.3.1. There is a significant relationship between cognitive reappraisal and positive

mental health among young adults

3.3.2. There is a significant relationship between expressive suppression and positive

mental health among young adults

3.4. Sample

Using convenience sampling, 200 participants between the ages of 18-25 years

who belong to young adulthood were selected. These participants come from several

colleges in the Kottayam and Pathanamthitta District of Kerala, including St.

Berchmans College and Assumption College, Changanassery; St. Thomas College,

Kozhencherry; BAM College, Thuruthikkad; and St. Joseph College of

Communication, Kurishumood.

3.4.1. Inclusion Criteria

3.4.1.1. Only participants within the age group 18 – 25 years were included in

the study

3.4.1.2.Only college students from kerala were included in the study

 17

3.4.2. Exclusion Criteria

3.4.2.1. Individuals who are not pursuing their post-graduationor

undergraduation were excluded from the study.

3.4.2.2.This study excluded individuals older than 25, as well as adults with

mental or physical disabilities

3.5. Assessment Tools

3.5.1. Emotion Regulation Scale

Gross (2003) developed a 10-item Emotion Regulation scale designed to

measure respondents’ tendency to regulate their emotions in two ways: (1) Cognitive

Reappraisal and (2) Expressive Suppression. Respondents answer each item on a 7-

point Likert-type scale ranging from 1 (strongly disagree) to 7 (strongly agree). Items

1, 3, 5, 7, 8, 10 make up the Cognitive Reappraisal facet. Items 2, 4, 6, 9 make up the

Expressive Suppression facet.Scoring is kept continuous. The alpha reliabilities

averaged .79 for Reappraisal and .73 for Suppression. The test–retest reliability across

3 months was found to be .69 for both scales and has been validated as well.

3.5.2. Positive Mental Health

The 9-item PMH-scale was developed in order to provide a brief, uni-

dimensional and person-centered instrument to assess positive mental health (Lukat et

al. 2016). Participants respond to statements such as “I am often carefree and in good

spirits, I enjoy my life, I manage well to fulfill my needs, I am in good physical and

emotional condition" on a 4-point Likert scale ranging from 0 (do not agree) to 3

(agree). Item scores are combined into a sum score with higher scores indicating

higher positive mental health. The retest reliability of the PMH-scale was found to

be .81(p < .01) in retest sample 1 and .77 (p < .001) in retest sample 2. With a time,
 18

lag of four weeks (retest sample3), a test-retest reliability of .74 resulted (p < .001).

Thus, the test-retest reliability is good and validity was also established.

3.6. Research Design

The research design employed in this study is a combination of correlational

research design. Correlation analysis is a statistical technique used to examine the

degree and nature of the relationship between two or more variables. It allows

researchers to determine whether a relationship exists between variables and the

strength of that relationship. Specifically, in this study, correlation analysis serves as a

tool to explore potential associations among the variables under investigation.

Correlational design, as a form of non-experimental research methodology, relies on

statistical analysis to investigate relationships between variables without manipulating

them. This approach is particularly useful when examining naturally occurring

phenomena or when experimental manipulation is impractical or unethical. By

employing correlational design, researchers can discern patterns and trends in the

data, shedding light on the interplay between different factors.

3.7. Data Collection Procedure

Data was gathered by administering a questionnaire on participants from

various colleges in the Kottayam and Pathanamthitta districts (St. Berchmans College

and Assumption College, Changanassery; St. Thomas College, Kozhencherry; BAM

College, Thuruthikkad; and St. Joseph College of Communication, Kurishumood.).

Officials at these colleges were approached to explain the study's purpose, and

permissions were obtained before proceeding. Questionnaires, along with consent

forms, were then distributed among willing participants. Following consent, rapport

was established, and instructions were provided to the participants. Once

questionnaires were completed, response sheets were collected for scoring and
 19

subsequent analysis. Participants were thanked for their cooperation and assured of

the confidentiality of their data.

3.8. Statistical Technique

SPSS, which stands for Statistical Package for the Social Sciences, is a widely

used software program for statistical analysis in various fields, including social

sciences, psychology, economics, and health sciences. Developed by IBM, SPSS

provides a user-friendly interface and a comprehensive set of tools for data

management, analysis, and visualization. Version 29.0.2.0(20) was used for data

analysis. Correlational analysis was used as the inferential statistics to examines the

relationship between the variables, quantifying the strength and direction of their

association using correlation coefficients.

 20

Chapter 4

Results and Discussion

4.1. Result

The aim of the study was to understand the relationship between emotion

regulation and positive mental health. The collected data from 200 young adults using

Emotion Regulation Scale by Gross (2003) and PMH – Scale by Lukat et al. (2016)

based on convenience sampling technique was analyzed using SPSS according to the

formulated objective and hypotheses. The scores of emotion regulation subscales and

positive mental health was assessed using Spearman Rank Correlation.

Table 1

Spearman’sRank Correlation Coefficient Between Cognitive Reappraisal &Positive

Mental Health Among Young Adults

Variables Positive Mental Health

r value 0.84

Cognitive Reappraisal

p value 0.237

**. Correlation is significant at the 0.01 level (2-tailed)

*Correlation is significant at the 0.05 level (2-tailed)

Table 1shows the correlation of the variables positive mental health and

cognitive reappraisal among emerging adults. The r- value and p- value of positive

mental health and cognitive reappraisal is 0.84 and 0.237 respectively. Correlation is
 21

significant at the 0.01 level (2-tailed). There is no positive correlation among the

variables, which is statistically significant.

Table 2

Spearman’s Rank Correlation Coefficient Between Expressive Suppression &Positive

Mental Health Among Young Adults

Variables Positive Mental Health

r value -0.007

Expressive Suppression

p value 0.916

**. Correlation is significant at the 0.01 level(2-tailed)

*. Correlation is significant at the 0.05 level (2-tailed)

Table 2 shows the Spearman Correlation and sig (2 tailed) p- value of positive

mental health and expressive suppression among emerging adults The r- value and p-

value of positive mental health and expressivesuppression is -0.007 and 0.916

respectively. Correlation is significant at the 0.01 level (2-tailed). There is a negative

correlation among the variables, which is statistically significant.

4.2 Discussion

The aim of the study was to find out the significant relationship between

emotion regulation and positive mental health among young adults. Emotion

regulation strategy has an important effect on the experience and expression of

emotions and on physical and mental health (Gross & Thompson, 2007). Gross and

John (2003) thought that emotion regulation referred to the process. Cognitive
 22

reappraisal involves reinterpreting an emotion-eliciting event to effectively change its

emotional impact. In cognitive reappraisal, one regulates emotional experience in a

way that post-emotional thoughts are altered or the emotion-eliciting stimuli are re-

evaluated. Cognitive reappraisal may take the form of: (a) reinterpreting situational or

contextual aspects of stimuli; or (b) distancing oneself from stimuli by adopting a

detached, third-person perspective (Ochsner & Gross, 2008 ). Expressive suppression

is another strategy of response-focused emotion regulation, which involves actively

inhibiting the observable expression of the emotional experience (Gross & Thompson,

2007 ). In expressive suppression, one regulates emotional expression by controlling

or neutralizing emotional behavior (Matsumoto, et al., 2008). People have gained new

understandings about mental health with the deepening research and study as well as

the progress of positive psychology. The proposition of a Dual-Factor Model of

Mental Health has laid a solid foundation for a more comprehensive and accurate

assessment of individual mental health (Greenspoon & Saklofske, 2001). The model

considers that mental health is a complete status. The model posits that mental health

must be understood as having a broader meaning than simply the absence of mental

disease. It must also include a strong sense of subjective well-being. It includes

indicators of negative mental health status (depression, anxiety, negative affect) and

positive ones (life satisfaction, positive affect).

Table 1 shows the correlation between the cognitive reappraisal and positive

mental health among young adult. From the table, it can be inferred that there is no

statistically significant relationship between the cognitive reappraisal and positive

mental health. Therefore the alternative hypothesis which states “There is a significant

relationship between cognitive reappraisal and positive mental health among young

adults” is rejected. There have been numerous studies conducted on between these
 23

variables. This result was inconsistent with the study conducted by Haga, et al. (2009)

which found that cognitive reappraisal was associated with enhanced life satisfaction

and positive affect, and with lower levels of depressed mood and negative affect. The

positive effect of cognitive reappraisal on well-being be independent of extraversion,

and the results show that cognitive reappraisal does indeed make a unique

contribution to people’s life satisfaction and positive affect. Cognitive reappraisal

may not directly influence positive mental health outcomes, as its focus lies primarily

on modifying the interpretation of emotional stimuli rather than directly addressing

the underlying emotional experiences. This cognitive process may not inherently lead

to improvements in positive mental health if individuals do not effectively implement

reappraisal strategies or if other factors, such as environmental stressors or genetic

predispositions, mitigate its effects. Additionally, the effectiveness of cognitive

reappraisal may vary depending on the specific emotional context or individual

differences in cognitive functioning, potentially limiting its direct impact on positive

mental health outcomes. Therefore, while cognitive reappraisal is a valuable emotion

regulation strategy, its direct association with positive mental health may be more

complex and context-dependent than initially assumed.

Table 2 shows the correlation between the cognitive reappraisal and positive

mental health among young adult. From the table, it can be inferred that there is no

statistically significant relationship between the expressive suppression and positive

mental health. Therefore the alternative hypothesis which states “There is a significant

relationship between expressive suppression and positive mental health among young

adults” is rejected. This finding is incongruent with the findings of the study by

Schutte, et al. (2009) where suppression was associated with less life satisfaction, less

positive mood, more negative mood. The absence of a significant relationship

 24

between expressive suppression and positive mental health may stem from its focus

on masking outward emotional displays without addressing underlying emotional

experiences, potentially leading to emotional suppression or avoidance. This strategy

might result in greater emotional distress or internalized negative emotions, hindering

positive mental health outcomes. Moreover, individual differences in emotional

intelligence or coping strategies, alongside cultural norms regarding emotional

expression, could influence its effectiveness. Additionally, the short-term regulation

of negative emotions by expressive suppression may overshadow its long-term impact

on promoting positive mental health. Thus, further research exploring alternative

emotion regulation strategies and considering cultural context is essential to elucidate

the relationship between expressive suppression and positive mental health.

This study's findings, incongruent with previous research, suggest a nuanced

relationship between emotion regulation and positive mental health. Contrary to prior

assumptions, certain regulatory strategies, such as cognitive reappraisal, were not

consistently associated with better mental health outcomes. Instead, the study’s result

may be influenced by contextual factors, such as socio-cultural influences or

individual differences, as significant contributors to this relationship. These results

highlight the complexity of emotion regulation and its impacts on mental well-being,

urging for a more nuanced understanding that considers various situational and

individual factors beyond traditional paradigms.

 25

Chapter 5

Summary and Conclusion

The present study was focused on the relationship between relationship

emotion regulation and positive mental health of young adults. The objectives of the

study were, to study if there is there any significant relationship between emotion

regulation and positive mental health among young adults. The sample of the study

includes 200 young adults between the age group of 18-25. They were from

Kottayam, Pathanamthitta districts. Convenient sampling method was used to collect

data. The tools used in the study includes Emotion Regulation Scale(Gross,2003) and

PMH – Scale(Lukat et al.,2016). Spearman rank correlation was the statistical

technique used and SPSS was used for statistical analysis.

From the findings of the study it is evident that there is no significant

relationship between Cognitive Reappraisal and Positive Mental Health as well as

between Expressive Suppression and Positive Mental Health.

5.1. Conclusion

5.1.1. There is no significant relationship between Cognitive Reappraisal and Positive

Mental Health among young adults.

5.1.2. There is a significant relationship between Expressive Suppression and Positive

Mental Health among young adults.

5.2 Implications

The study discovered that there isn't a clear relationship between how well

individuals regulate their emotions and their overall mental well-being in young

adults. This indicates that there's more to understand about how these two factors

interact. It suggests that the current methods used to measure emotion regulation and

positive mental health might not capture the full picture accurately, and we might
 26

need new ways to measure them. Additionally, the study suggests that other factors,

like individual differences or cultural backgrounds, could play a significant role in

how emotion regulation impacts mental health. Understanding these factors better

could help improve interventions aimed at promoting mental well-being young adults.

The study also suggests that researchers may need to rethink their current theories and

methods to better understand this relationship.

5.3. Limitations of the study

5.3.1The results of the study are based on a sample of college students, and thus, the

results may not be generalised to other samples.

5.3.2 As a result of using questionnaires for data collection, the results can be affected

by several response biases such as Social Desirability Bias, Extreme response Bias,

Neutral responding.

5.3.3 Convenient sampling technique was used for the study.

5.3.4 Results of the study can't be generalised cross-culturally.

5.3 5. The study was completed within a short period of time due to time constraints.

5.4. Suggestions for further research

5.4.1. Future research can be conducted cross-culturally. So that results can be

generalised.

5.4.2. Random sampling techniques can be used as the results will be free from bias

and richer information can be obtained in a short span of time.

5.4.3. Incorporation of other research techniques will also be helpful.

5.4.4. Random sampling could be used in future research to obtain better

sample data
 27

References

Aldao, A., & Nolen-Hoeksema, S. (2010). Specificity of cognitive emotion regulation

strategies: A transdiagnostic examination. Behaviour Research and Therapy, 48(10),

974.

Anthony, W. A. (1993). Recovery from mental illness: The guiding vision of the mental

health service system in the 1990s. Psychosocial Rehabilitation Journal, 16(4), 11.

Arndt, J. E., Hoglund, W. L., & Fujiwara, E. (2013). Desirable responding mediates the

relationship between emotion regulation and anxiety. Personality and Individual

Differences, 55(2), 147-151.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens

through the twenties. American Psychologist, 55(5), 469–480.

Ardıtte, K. A., & Joormann, J. (2011). Emotion regulation in depression: Reflection predicts

recovery from a major depressive episode. Cognitive Therapy and Research, 35(6),

536–543.

Bal, P. M., & Smit, P. (2012). The older the better!: Age-related differences in emotion

regulation after psychological contract breach. Career Development International,

17(1), 6–24.

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ:

Prentice-Hall.

Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation.

Child Development, 75(2), 377–394.

 28

Cheng, L., Yuan, J. J., He, Y. Y., & Li, H. (2009). Emotion regulation strategies: Cognitive

reappraisal is more effective than expressive suppression. Advances in Psychological

Science, 17, 730–735.

Cole, T. J. (2003). The secular trend in human physical growth: A biological view.

Economics & Human Biology, 1(2), 161–168.

Cui, X. J., Lu, C. J., Guo, Y. F., & Shi, H. M. (2012). The relationship between emotion

regulation and depression of college students. China Journal of Health Psychology,

20, 431–433.

Desrosiers, A., Vine, V., Klemanski, D. H., & Nolen-Hoeksema, S. (2013). Mindfulness and

emotion regulation in depression and anxiety: Common and distinct mechanisms of

action. Depress Anxiety, 30(7), 654–661.

Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine.

Science, 196(4286), 129–136.

Greenspoon, P. J., & Saklofske, D. H. (2001). Toward an integration of subjective well-being

and psychopathology. Social Indicators Research, 54(1), 81–108.

Gresham, D., & Gullone, E. (2012). Emotion regulation strategy use in children and

adolescents: the explanatory roles of personality and attachment. Personality and

Individual Differences, 52, 616-621.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review

of General Psychology, 2(3), 271–299.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes:

Implications for affect, relationships, and well-being. Journal of Personality and

Social Psychology, 85(2), 348.

 29

Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J.

Gross (Ed.), Handbook of Emotion Regulation (pp. 3–24). New York: Guilford Press.

Haga, S. M., Kraft, P., & Corby, E. K. (2009). Emotion regulation: Antecedents and well-

being outcomes of cognitive reappraisal and expressive suppression in cross-cultural

samples. Journal of Happiness Studies, 10, 271–291.

Hopp, H., Troy, A. S., & Mauss, I. B. (2011). The unconscious pursuit of emotion regulation:

Implications for psychological health. Cognition and Emotion, 25(3), 532–545.

Jahoda, M. (1958). Current concepts of positive mental health. New York: Joint Commission

on Mental Illness and Health.

Kafetsios, K., Nezlek, J. B., & Vassilakou, T. (2012). Relationships between leaders' and

subordinates' emotion regulation and satisfaction and affect at work. The Journal of

Social Psychology, 152(4), 436–457.

Ketelaar, T. (2019). Lisa F. Barrett, Michael Lewis, and Jeannette M. Haviland Jones (Eds.),

Handbook of Emotions: Evolutionary Studies in Imaginative Culture (Vol. 3, No. 1,

pp. 111–114).

Keyes CL. Mental illness and/or mental health? Investigating axioms of the complete state

model of health. J Consult Clin Psychol. 2005 Jun;73(3):539-48.

Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer

Publishing Company.

Llewellyn, N., Dolcos, S., Iordan, A. D., Rudolph, K. D., & Dolcos, F. (2013). Reappraisal

and suppression mediate the contribution of regulatory focus to anxiety in healthy

adults. Emotion, 13(4), 610.

 30

Lukat, J., Margraf, J., Lutz, R., & van der Veld, W. M. (2016). Psychometric properties of the

Positive Mental Health Scale (PMH-scale). BMC Psychology, 4(8).

Matsumoto, D., Yoo, S. H., Nakagawa, S., & Multinational Study of Cultural Display Rules.

(2008). Culture, emotion regulation, and adjustment. Journal of Personality and Social

Psychology, 94(6), 925–937.

Mitrofan, N., & Ciuluvică, C. (2012). Anger and hostility as indicators of emotion regulation

and of life satisfaction at the beginning and the ending period of adolescence.

Procedia–Social and Behavioral Sciences, 33, 65–69.

Ochsner, K. N., & Gross, J. J. (2008). Cognitive Emotion Regulation: Insights from Social

Cognitive and Affective Neuroscience. Current Directions in Psychological Science,

17(2), 153–158.

Rottenberg, J., Gross, J. J., & Gotlib, I. H. (2005). Emotion context insensitivity in major

depressive disorder. Journal of Abnormal Psychology, 114(4), 627–639.

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of

psychological well-being. Journal of personality and social psychology, 57(6), 1069.

Schore, A. N. (1994). Affect regulation and the origin of the self: The neurobiology of

emotional development. Lawrence Erlbaum Associates, Inc.

Schutte, N. S., Manes, R. R., & Malouff, J. M. (2009). Antecedent-focused emotion

regulation, response modulation and well-being. Current Psychology, 28, 21-31.

Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.

American Psychologist, 55(1), 5–14.

Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor

model of mental health in youth. School Psychology Review, 37(1), 52–68.

 31

Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs

of the Society for Research in Child Development, 25-52.

Waterman, A. (1993). Two conceptions of happiness: Contrasts of personal expressiveness

(Eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology,

64(4), 678–691.

World Health Organization. (2001). Strengthening mental health promotion. Geneva: World

Health Organization.
Appendices
Appendix-A: Consent Form

I Daniel V Jacob, final year student pursuing B.Sc. Psychology at Kristu Jyoti College

of Management and Technology, Changanassery. As a part of my academic purpose,

I'm conducting a study among young adults under the supervision of Assistant

Professor Ms. Divya S Nair for which I would like to collect some data from your

side. I'm grateful to you for taking your time in assisting me with this research.

The data collected will be kept confidential and used only for my research purposes.

Please make sure that you fill this form with utmost sincerity and also make sure that

you don't skip any questions without responding.

Thanking you in advance

NB: Only young adults whose age ranging from 18-25 are required to fill this form.

I…………………(initials only) is willing to be a participant for this research

conducted by final year students of Kristu Jyothi College of Management and

Technology by filling this questionnaire.

Signature:

Date:
Appendix-B: Socio-Demographic Details

Name:

Age :

Gender :

Qualification :

Area of Living : Rural /Semi Urban/ Urban

Siblings: Yes/No
Appendix-C: Emotion Regulation

We would like to ask you some questions about your emotional life, in particular, how

you control (that is, regulate and manage) your emotions. The questions below

involve two distinct aspects of your emotional life. One is your emotional experience,

or what you feel like inside. The other is your emotional expression, or how you show

your emotions in the way you talk, gesture, or behave. Although some of the

following questions may seem similar to one another, they differ in important ways.

For each item, please answer using the following scale

1 2 3 4 5 6 7

Strongly Neutral Strongly

Disagree Agree

SL.NO STATEMENT RESPONSE

1. When I want to feel more positive emotion (such as

joy or amusement), I change

what I’m thinking about.

2. I keep my emotions to myself.

3. When I want to feel less negative emotion (such as sadness or

anger), I change

what I’m thinking about

4. When I am feeling positive emotions, I am careful not to

express them

5. When I’m faced with a stressful situation, I make myself think

 about it in a way

that helps me stay calm.

6. I control my emotions by not expressing them.

7. When I want to feel more positive emotion, I change the way

I’m thinking about

the situation.

8. I control my emotions by changing the way I think about the

situation I’m in

9. When I am feeling negative emotions, I make sure not to

express them.

10. When I want to feel less negative emotion, I change the way

I’m thinking about the situation

Appendix-D: Positive Mental Health

Please indicate for each statement how much you agree with her. Please do not leave

out a statement

0 1 2 3

Do not Agree Disagree Tend to Agree Agree

SL. STATEMENT RESPONSE

NO

1. I am often carefree and in good spirits.

2. I enjoy my life

3. All in all, I am satisfied with my life

4. In general, I am confident

5. I manage well to fulfill my needs.

6. I am in good physical and emotional

condition.

7. I feel that I am actually well equipped

to deal with life and its difficulties.

8. Much of what I do brings me joy

9. I am a calm, balanced human being