Social Support Predicts Differential Use, but not Differential Effectiveness, of Expressive Suppression and Social Sharing in Daily Life
Why this work is in the frame
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Bibliographic record
Abstract
Abstract While emotion regulation often happens in the presence of others, little is known about how social context shapes regulatory efforts and outcomes. One key element of the social context is social support. In two experience sampling studies ( N s = 179 and 123), we examined how the use and affective consequences of two fundamentally social emotion-regulation strategies—social sharing and expressive suppression—vary as a function of perceived social support. Across both studies, we found evidence that social support was associated with variation in people’s use of these strategies, such that when people perceived their environments as being higher (vs. lower) in social support, they engaged in more sharing and less suppression. However, we found only limited and inconsistent support for context-dependent affective outcomes of suppression and sharing: suppression was associated with better affective consequences in the context of higher perceived social support in Study 1, but this effect did not replicate in Study 2. Taken together, these findings suggest that the use of social emotion-regulation strategies may depend on contextual variability in social support, whereas their effectiveness does not. Future research is needed to better understand the circumstances in which context-dependent use of emotion regulation may have emotional benefits, accounting for personal, situational, and cultural factors.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it