101303012 23 22_leet devinder prasad

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EMOTIONAL REGULATION AND STRESS BURNOUT

LITERATURE REVIEW

INDEX

Sr. No.

Name of the Topic Submitted By Roll Number Page Number

1. INTRODUCTION 2

1.1 What is Emotional Regulation and Stress Burnout

Ankit Gupta 101303023 2

1.2 Factors Affecting Emotional Regulation and Stress Burnout

Ankit Gupta 101303023

1.3 Stress in Student’s Life Ankit Goyal 101303022 5 1.4 Coping Strategies of Stress Devinder

Prasad 101483011 7

1.5 Relationship Between Emotional Regulation and Stress Burnout

Akshit Arora 101303012 10

2. HYPOTHESIS Akshit Arora 101303012 12 3. METHODOLOGY Akshit Arora 101303012 12

4. SAMPLE Akshit Arora 101303012 12 5. TOOLS USED Akshit Arora 101303012 13

6. PROCEDURE Ankit Goyal 101303022 13

7. RESULT 14 8. DISCUSSION Ankit Gupta 101303023 15

9. REFERENCES 16 Compiled By – Akshit Arora

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INTRODUCTION

WHAT ARE EMOTIONAL REGULATION AND STRESS

BURNOUT?

Emotional regulation or regulation of emotion is the ability to respond to the on-

going demands of experience with the range of emotions in a manner that is

socially tolerable and sufficiently flexible to permit spontaneous reactions as well

as the ability to delay spontaneous reactions as needed. Emotion regulation refers

to the processes by which we influence which emotions we have, when we have

them, and how we experience and express those (Gross, 1998). Stress burnout is a

psychological term that refers to long-term exhaustion and diminished interest in

work mainly resulting from chronic occupational stress. It can be found under

Problems related to life-management difficulty and hence it is not recognized as a

distinct disorder despite being problematically close to depressive disorders.

Ultimately, there can be two ways, either we can control our emotions or our

emotions can control us.

The burnout syndrome entails three distinct states in which employees feel

emotionally ―spent‖ (emotional exhaustion), display a detached attitude toward

others (depersonalization), and experience a low sense of efficacy at work

(diminished personal accomplishment) (Maslach & Jackson, 1986), and, it has

been consistently linked with physiological and affective outcomes as well as with

organizational consequences such as increased turnover, increased intention to

leave, negative work attitudes, and reduced levels of performance. Although

emotional exhaustion is at the core of burnout, the burnout literature has rarely

considered emotional work demands as predictors of burnout. Previous research

assumed that it was the frequency or quantity of interactions with clients/customers

that caused role overload and burnout (Cordes & Dougherty, 1993; Maslach, 1978)

But as evident from research in other areas (Frone, 1999), the quality of

experiences must also be considered. Frequent interaction with people may be

tiring in itself given its implications for workload, but such interaction can also

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involve the need for employees to regulate their emotional expressions in

mandated ways (Rafaeli & Sutton, 1989). This lack of attention to the emotional

nature of interpersonal encounters as predictors of burnout has been acknowledged

by burnout researchers (Cordes & Dougherty, 1993; Schaufeli, Maslach, & Marek,

1993). The current study employed an emotional labor framework as a means of

explicitly examining the emotional demands of work and the individual styles of

responding to these emotional demands, which have been proposed as contributing

to employee stress (Hochschild, 1983).

Forms of Emotional Regulation and Stress Burnout

a) Forms of Emotional Regulation:

A process model of emotion regulation: According to this model, emotion may be

regulated at five points in the emotion generative process:

1) Selection of the situation;

2) Modification of the situation;

3) Deployment of attention;

4) Change of cognitions; and

5) Modulation of experiential, behavioral, or physiological responses.

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The first four of these are antecedent focused, the fifth is response focused. The

number of response options shown at each of these five points is arbitrary, and the

heavy line indicates the particular option selected in the example given in the text.

Two specific emotion regulation strategies—reappraisal and suppression— are the

primary focus of this review. Adapted from Gross (2001).

FACTORS AFFECTING EMOTIONAL REGULATION AND

STRESS BURNOUT

We typically think of ―burnout‖ as the result of working too many hard, stressful

hours. However, new research shows that burnouts actually come in three different

types, and each requires a different strategy to fix.

1. Overload (―Frenetic‖ Burnout): The frenetic employee, who works toward

success until exhaustion, is most closely related to emotional venting. These

individuals might try to cope with their stress by complaining about the

organizational hierarchy at work, feeling as though it imposes limits on their goals

and ambitions. That coping strategy, unsurprisingly, seems to lead to a stress

overload and a tendency to throw in the towel.

2. Lack of Development (―Under-challenged‖ Burnout): Most closely associated

with an avoidance coping strategy. These under-challenged workers tend to

manage stress by distancing themselves from work, a strategy that leads to

depersonalization and cynicism — a harbinger for burning out and packing up

shop.

3. Neglect (―Worn-out‖ Background): Seems to stem from a coping strategy based

on giving up in the face of stress. Even though these individuals want to achieve a

certain goal, they lack the motivation to push through barriers to get to it.

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Knowing the signs of each type (e.g. a co-worker talking badly about their boss,

becoming aloof, missing deadlines, etc.) is key to recognizing, and thus being able

to fix, the problem as a whole.

STRESS IN STUDENT’S LIFE

Student life has many benefits, but it also imposes inevitable stresses. For those

who are already battling depression or have an existing vulnerability to it, these

stresses can trigger anxiety and episodes of depression.

Transitions and changes

Becoming a student, whatever your age or background, involves the psychological

and practical challenges posed by some or all of the following transitions:

Adolescence → Adulthood

Family home → Student accommodation

Working identity → Mature-student identity

Certainty & familiarity → Unknown territory

Home country/language → new culture/language

Stress points

Particular stress points occur at the beginnings and ends of academic years,

especially at the start and towards the end of the academic year. These times of

increased stress can represent a tipping point when coping resources can become

overwhelmed – a recent study* found that student suicides more commonly occur

at these times. Common student issues and problems include study issues, money

worries, relationships, housing, family pressures, and culture and identity.

The level of stress among students in urban and rural secondary schools in

Malaysia: The purpose of this study was to determine the relationships between

stress level and academic achievement among students in urban and rural

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secondary schools in of the district in Malaysia. This study had three main

objectives. The first objective was to find the total percentage of students who

suffered high stress, medium stress and low stress. The second objective was to

compare the stress level between gender and the third objective was to compare the

stress level between students from urban and rural area. The subjects of the study

comprised of 155 Form Four students from two secondary schools in Malaysia.

This study used the survey method by administering Students-life Stress Inventory

(SSI) questionnaires. The study showed that no students experienced high stress,

29 percent students experienced medium stress and 71 percent students

experienced low stress. Using the t-test, the findings of the study also indicated that

there are significant differences in level of stress for gender and between students

in rural and urban secondary school. A general conclusion is that there are many

factors influences students' stress such as parenting style, parents education

background, environment of the students which is can give impact in students life.

STRESS AMONG COLLEGE STUDENTS

College students are no different than anyone else, as they too, experience the

stresses and strains of living in today’s world. They are constantly facing new

situations where the outcome is often uncertain. They may be living on their own

for the first time and/or supporting themselves. College students living at home

need privacy and quiet time, and unstructured time when they can exercise their

imagination and process the events of the day. College students often become

obsessed with the present moment. They may feel overwhelmed because they

cannot see beyond the immediate problem. Sometimes the stress experienced by

college students is traumatizing and can be disruptive or dangerous

Stress is not always bad. An appropriate level of stress can effectively motivate

your student toward growth, achievement, and self-satisfaction. Talk about it.

Talking with a trusted adult helps students feel they do not carry the burden of

stress alone. Encourage your children to discuss their feelings, but refrain from

telling them how they should feel.Stress can often be reduced by reminding them

that life goes on and tomorrow can be better than today.

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COPING STRATEGIES OF STRESS

Introduction

Stress is a state of mental or emotional strain or tension resulting from adverse or

demanding circumstances. Stress causes a physical response from the body as it

aims to protect itself from danger, however when your body is stressed beyond a

certain point it can start to damage your mental well-being affecting your way of

life.

The point in which you are unable to cope with stress varies from person to person

and no matter how hard you try, you will experience stress at some point in your

life. Things can just build up and get too much for you to handle.

What causes stress?

Many different things can cause stress -- from physical (such as fear of

something dangerous) to emotional (such as worry over your family or job.)

Identifying what may be causing you stress is often the first step in learning how to

better deal with your stress. Some of the most common sources of stress are:

Survival Stress - You may have heard the phrase "fight or flight" before. This is a

common response to danger in all people and animals. When you are afraid that

someone or something may physically hurt you, your body naturally responds with

a burst of energy so that you will be better able to survive the dangerous situation

(fight) or escape it all together (flight). This is survival stress.

Internal Stress - Have you ever caught yourself worrying about things you can do

nothing about or worrying for no reason at all? This is internal stress and it is one

of the most important kinds of stress to understand and manage. Internal stress is

when people make themselves stressed. This often happens when we worry about

things we can't control or put ourselves in situations we know will cause us stress.

Some people become addicted to the kind of hurried, tense, lifestyle that results

from being under stress. They even look for stressful situations and feel stress

about things that aren't stressful.

Environmental Stress - This is a response to things around you that cause stress,

such as noise, crowding, and pressure from work or family. Identifying these

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environmental stresses and learning to avoid them or deal with them will help

lower your stress level.

Fatigue and Overwork - This kind of stress builds up over a long time and can

take a hard toll on your body. It can be caused by working too much or too hard at

your job(s), school, or home. It can also be caused by not knowing how to manage

your time well or how to take time out for rest and relaxation. This can be one of

the hardest kinds of stress to avoid because many people feel this is out of their

control. Later in this course we will show you that you DO have options and offer

some useful tips for dealing with fatigue.

How does stress affects you?

Stress can affect both your body and your mind. People under large amounts of

stress can become tired, sick, and unable to concentrate or think clearly.

Sometimes, they even suffer mental breakdowns.

Various coping strategies for stress are:

Write a list. Include all the things that are stressing you out and rank them in order.

This will allow you to focus your efforts on the big issues that will make the

biggest difference.

Manage your time. Write a list of all the things you need to do and categorise

them into must do’s and should do’s. If they aren’t must do’s cross them off the list

for another time. Sometimes simply organising your time better is often the best

strategy in coping with stress.

Speak to others. If you are struggling to cope and feeling stressed tell someone.

Often people are more than happy to help and share the workload.

Do some exercise. This will help give you time to unwind. There is a strong link

between those that are physically fit and those that are mentally fit. Exercise will

not remove the stress from your life but it will help you organise your thoughts

allowing you to deal with the problem more effectively.

Revisit your goals. Check whether your goals are realistic and achievable. If not

change your goal to something that you can realistically achieve. There is no point

stressing over something that you are unable to change or achieve.

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Stop worrying about things that you cannot change. Ask yourself, is the problem

real or not. If you cannot do anything to change the situation forget about it.

Do something you enjoy. There is no better way to relax than by doing something

you love. Whether it’s skydiving, kicking back and watching TV or reading a book

doing something you enjoy is a great way to manage your stress.

According to Theodore N. Vail

― Real difficulties can be overcome, it is only the imaginary ones that are

unconquerable.‖

It means that If you think you can’t, you never will. If you can’t imagine doing it,

you won’t. If your mind is set against the possibility of it, then it is impossible. If

you think you cannot overcome it, it will truly be unconquerable.

According to an American author Christopher Reeve.

―Once you choose hope, anything's possible‖

It means that Hope gives you something to look forward too. if you have no hope

there is nothing to look forward too.Which means choosing it, there's possibilities

that anything you hope for may hopefully come true.

According to a famous british author Robert Louis Stevenson,

―Life is not always a matter of holding good cards, but sometimes, playing a poor

hand well‖

Meaning life won't always deal us a good hand in fact poor hands are the norm but

the game isn't over how we personally play these cards of life may in turn be the

superior hand than the good hand we sought.

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RELATIONSHIP BETWEEN EMOTIONAL REGULATION

AND STRESS BURNOUT

―Stress arises when individuals perceive that they cannot adequately cope with the

demands being made on them or with threats to their well-being‖ (Lazarus, R.S.

1966).

Burnout is a psychological term that refers to long-term exhaustion and diminished

interest in work.

Emotion regulation is the conscious or non-conscious control of emotion, mood, or

affect.

Conscious control is an active thought process or a commitment to a behavior to

control your emotion, also known as a coping mechanism.

Unconscious control is thoughts and behaviors you don't control, like temperament

and how some people are just not very emotional.

There is no direct relationship between the two, however, according to a study:

Emotional Labor and Burnout: Comparing Two Perspectives of ―People Work‖

(complete name given below), there is one prospective of Emotional regulation,

that is, emotional labor, which can be related to Burnout. Although it has often

been presumed that jobs involving ―people work‖ (e.g., nurses, service workers)

are emotionally taxing (Maslach & Jackson, 1982), seldom is the emotional

component of these jobs explicitly studied. The current study compared two

perspectives of emotional labor as predictors of burnout beyond the effects of

negative affectivity: job-focused emotional labor (work demands regarding

emotion expression) and employee focused emotional labor (regulation of feelings

and emotional expression).

According to a literature review on Lazarus view of Stress by HW Krohne, the

conclusion that Stress may be related to Emotional Regulation has been indicated:

According to Lazarus and Launier 1978, the concept of appraisal (introduced by

Arnold (1960)) is a key factor for understanding stress related transactions. This

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concept is based on the idea that emotional processes (including stress) are

dependent on actual expectancies that persons manifest with regard to the

significance and outcome of a specific encounter. This concept is necessary to

explain the individual differences in quality, intensity, and duration of an elicited

emotion in environments that are objectively equal for different individuals. It is

generally assumed that the resulting state is generated, maintained, and eventually

altered by a specific pattern of appraisals. These appraisals, in turn, are determined

by a number of personal and situational factors. The most important factors on the

personal side are motivational dispositions, goals, values, and generalized

expectancies. Relevant situational parameters are predictability, controllability, and

imminence of a potentially stressful event.

In his monograph on emotion and adaptation, Lazarus (1991) developed a

comprehensive emotion theory that also includes a stress theory (cf. Lazarus 1993).

This theory distinguishes two basic forms of appraisal, primary and secondary

appraisal (see also Lazarus 1966). These forms rely on different sources of

information. Primary appraisal concerns whether something of relevance to the

individual's well-being occurs, whereas secondary appraisal concerns coping

options. Within primary appraisal, three components are distinguished: goal

relevance describes the extent to which an encounter refers to issues about which

the person cares. Goal congruence defines the extent to which an episode proceeds

in accordance with personal goals. Type of ego- involvement designates aspects of

personal commitment such as self- esteem, moral values, ego-ideal, or ego-

identity. Likewise, three secondary appraisal components are distinguished: blame

or credit results from an individual's appraisal of who is responsible for a certain

event. By coping potential Lazarus means a person's evaluation of the prospects for

generating certain behavioral or cognitive operations that will positively influence

a personally relevant encounter. Future expectations refer to the appraisal of the

further course of an encounter with respect to goal congruence or incongruence.

Specific patterns of primary and secondary appraisal lead to different kinds of

stress. Three types are distinguished: harm, threat, and challenge (Lazarus and

Folkman 1984). Harm refers to the (psychological) damage or loss that has already

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happened. Threat is the anticipation of harm that may be imminent. Challenge

results from demands that a person feels confident about mastering. These different

kinds of psychological stress are embedded in specific types of emotional

reactions, thus illustrating the close conjunction of the fields of stress and

emotions. Lazarus (1991) distinguishes 15 basic emotions. Nine of these are

negative (anger, fright, anxiety, guilt, shame, sadness, envy, jealousy, and disgust),

whereas four are positive (happiness, pride, relief, and love). (Two more emotions,

hope and compassion, have a mixed valence.) At a molecular level of analysis, the

anxiety reaction, for example, is based on the following pattern of primary and

secondary appraisals: there must be some goal relevance to the encounter.

Furthermore, goal incongruence is high, i.e., personal goals are thwarted. Finally,

ego- involvement concentrates on the protection of personal meaning or ego-

identity against existential threats. At a more molar level, specific appraisal

patterns related to stress or distinct emotional reactions are described as core

relational themes. The theme of anxiety, for example, is the confrontation with

uncertainty and existential threat. The core relational theme of relief, however, is `a

distressing goal-incongruent condition that has changed for the better or gone

away' (Lazarus 1991).

HYPOTHESIS

There exists a positive relationship between emotional regulation and Stress

Burnout.

METHODOLOGY AND SAMPLE

The following tools were administered to 557 university students (age 19-21; 285

boys and 272 girls) using Google Forms and then evaluated using the standard

statistical relationship between emotional regulation and stress burnout on Excel

Sheets.

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TOOLS USED

1) The Emotional Regulation Questionnaire

The Emotion Regulation Questionnaire is designed to assess individual

differences in the habitual use of two emotion regulation strategies:

cognitive reappraisal and expressive suppression. (Gross, J.J., & John, O.P.

(2003). Individual differences in two emotion regulation processes:

Implications for affect, relationships, and well-being)

2) The Stress and Burnout Questionnaire

This brief inventory has been designed to help you discover the warning

signals of excessive stress. This questionnaire designed by Dr.

Freudenberger will help you determine if you have symptoms of a syndrome

popularly known as "burnout."

PROCEDURE

The following procedure was followed to carry out the above activity: A total of

557 students were given 2 forms to fill. One of them was a questionnaire on Stress

and Burnout, while the other one was about Emotional Regulation among the

students. The surveyed students included 285 boys and 272 girls. The forms were

provided to the students in the form of Google forms and the responses submitted

by the students were recorded and represented in the form of Excel sheets. This

was done in order that forms could be shared with people of different colleges also.

After this, statistical formulae were applied on the collected data in accordance

with the guidelines that were given for the standard forms.

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Various mathematical relationships between Stress & Burnout and Emotional

Regulation were established such as covariance, Pearson correlation, mean,

standard deviation etc. Based on these mathematical relations we concluded about

the relation between Stress & Burnout and Emotional Regulation.

RESULTS

Correlations

STRESS ER

STRESS

Pearson Correlation 1 .089*

Sig. (2-tailed) .048

Sum of Squares and Cross-

products 46268.281 4999.874

Covariance 92.908 10.040

N 499 499

ER

Pearson Correlation .089* 1

Sig. (2-tailed) .048

Sum of Squares and Cross-

products 4999.874 68945.407

Covariance 10.040 138.445

N 499 499

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

Descriptive Statistics

Mean Std. Deviation N

STRESS 21.28 9.639 499

ER 40.32 11.766 499

The above results clearly indicate a positive relationship between Emotional

Regulation and Stress Burnout.

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DISCUSSION

The primary purpose of the present study was to examine relationship between

emotional regulation and stress burnout. A total of 560 University students were

examined to check if the relation between emotional regulation and stress burnout

was positive or not. According to our analysis, whenever there is a stress related

situation, the university students regulate their emotions the most. Thus, it can be

said that there is a positive relation between emotional regulation and stress

burnout. In context to workplace scenario, it has often been presumed that jobs

involving ―people work‖ (e.g., nurses, service workers) are emotionally taxing,

seldom is the emotional component of these jobs explicitly studied. This study

compared two perspectives of emotional labour as predictors of burnout beyond

the effects of negative affectivity: job-focused emotional labour (work demands

regarding emotion expression) and employee-focused emotional labour (regulation

of feelings and emotional expression). And there were significant differences

existing in the emotional demands. The use of surface-level emotional labour, or

faking, predicted depersonalization beyond the work demands. Perceiving the

demand to display positive emotions and using deep-level regulation were

associated with a heightened sense of personal accomplishment, suggesting

positive benefits to this aspect of work. These findings suggest new antecedents of

employee burnout and clarify the emotional labour literature by comparing

different conceptualizations of this concept. Emotion regulation is a key predicator

of burnout. Empirical studies show that suppressing negative emotions and surface

acting contribute much to burnout; emotional intelligence and job autonomy

moderate the relationship between emotion regulation and burnout. Recent

researches have also focused on the theoretical explanation how emotion

regulation impacts on burnout based on the theories of facial expression,

conservation of resource and social function accounts of emotion. The review of

this literature provides an integrated framework to improve the understanding of

the impacts of emotion regulation on stress burnout. Moreovser, organizational

support, leaders’ behaviour and emotional culture are proposed to be new

moderators of relationship between emotion regulation and burnout. HRM

practices are presumed to be interventions to alleviate burnout.We are living in the

modern era of technology and isolation which is full of various stresses. Thus it

becomes of utmost importance to tackle these stresses and as our analysis shows,

this can be done by done by regulating our emotions and thus keeping up with our

fast paced life productively and efficiently.

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REFERENCES

1. Lazarus, R.S. (1966). Psychological stress and the coping process.

New York: McGrawHill.

2. T. Sulaiman, A. Hassan, V.Z. Sapian, S.K. Abdullah. (2009) The

level of Stress Among Students in Urban and Rural Secondary

Schools in Malaysia.

3. Brotheridge, C. M., and Grandey, A. A. (2002). Emotional labour

and burnout: Comparing two perspectives of ―people work.‖

4. Stress and Coping Theories H. W. Krohne. Johannes Gutenberg-

Universität Mainz Germany

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