The Social Costs of Emotional Suppression: A Prospective Study of the Transition to College
Sanjay Srivastava
University of Oregon
Maya Tamir
Boston College
Kelly M. McGonigal
Stanford University
Oliver P. John
University of California, Berkeley
James J. Gross
Stanford University
There is growing interest in understanding how emotion regulation affects adaptation. The present studyexamined expressive suppression (which involves inhibiting the overt expression of emotion) and howit affects a critical domain of adaptation, social functioning. This investigation focused on the transitionto college, a time that presents a variety of emotional and social challenges. Analyses focused on 留學(xué)生dissertation2components of suppression: a stable component, representing individual differences expressed bothbefore and after the transition, and a dynamic component, representing variance specific to the new
college context. Both components of suppression predicted lower social support, less closeness to others,and lower social satisfaction. These findings were robustly corroborated across weekly experiencereports, self-reports, and peer reports and are consistent with a theoretical framework that defines emotionregulation as a dynamic process shaped by both stable person factors and environmental demands.

Keywords: emotion regulation, social support, social adjustment, relationship satisfaction, life transitions

The hundreds of new faces that await freshmen as they begintheir first year of college can be overwhelming. Without thecomforts of home and the familiarity of high school, many students
experience a mix of excitement and dread as they prepare to enterthe unknown. During this emotionally intense and disorientingtime, meeting new people, making new friends, and creating a newsocial http://www.400190.com/dissertation_writing/sociology/support system are of paramount importance in having asuccessful first year in college (Christie & Dinham, 1991). Whatfactors influence how students navigate the social challenges inthis crucial transition?Given the intense emotions that are part of this transition, onecritical factor should be the way individuals regulate their emotions.Recent work has shown that one common way that individualsregulate emotions is through expressive suppression—that is,by attempting to inhibit their emotion-expressive behavior. Drawingfrom theory and research on emotions and their social functions,
we hypothesized that expressive suppression should havesubstantial and important consequences for social functioning. Thegoal of the present research is to investigate those social consequences.
The focal context of our study, the college transition, isone where we expected those consequences to be particularlypronounced and important.
Expressive Suppression: A Process Modeland Individual Differences#p#分頁標(biāo)題#e#
According to contemporary theories of emotion, emotions beginwith an evaluation of internal or external cues that have particularrelevance to an individual. When attended to and evaluated incertain ways, these emotion cues give rise to a coordinated set ofresponse tendencies that involve experiential, behavioral, and
physiological systems (Mauss, Levenson, McCarter, Wilhelm, &Gross, 2005). The central construct in our investigation, expressivesuppression, may be viewed through the lens of a process model ofemotion regulation (Gross, 2001). Within this model, differentforms of emotion regulation can be distinguished in terms of whenthey have their primary impact along the timeline of the unfoldingemotional response. A broad distinction in the process model isbetween antecedent-focused and response-focused emotion regulation.
Antecedent-focused regulation refers to things we do, eitherconsciously or automatically, before emotion-response tendencieshave become fully activated. Response-focused regulation refers tothings we do once an emotion is underway and response tendencieshave already been generated.Sanjay Srivastava, Department of Psychology, University of Oregon;Maya Tamir, Department of Psychology, Boston College; Kelly M.McGonigal and James J. Gross, Department of Psychology, StanfordUniversity; Oliver P. John, Department of Psychology, University of
California, Berkeley.
This research was supported by National Institutes of Health Grant R01MH58147 to James J. Gross and a Faculty Research Grant from theUniversity of California to Oliver P. John.Correspondence concerning this article should be addressed to SanjaySrivastava, Department of Psychology, 1227 University of Oregon, Eugene,OR 97403-1227. E-mail: [email protected]
Journal of Personality and Social Psychology © 2009 American Psychological Association
2009, Vol. 96, No. 4, 883–897 0022-3514/09/$12.00 DOI: 10.1037/a0014755883
One prominent form of response-focused emotion regulation isexpressive suppression, which may be defined as a form of responsemodulation that involves inhibiting ongoing emotionexpressivebehavior (Gross, 1998). For example, one might try tolook composed while feeling devastated inside, or one might try tolook calm while feeling angry or resentful. From a theoreticalperspective, several things are noteworthy about suppression.1First, it occurs relatively late in the emotion process, potentiallyafter affective experience has already been generated. Second, ittargets a component of emotion—expressive behavior—that ispotentially visible to others and that serves a communicative
function. Thus, the consequences of suppression may extend beyond
internal experience and into the social world.
Experimental studies have demonstrated that people can successfullyuse suppression to reduce expressive behavior. In laboratoryexperiments, when participants have been instructed to usesuppression to regulate emotion, they show decreased emotionexpressivebehavior (e.g., Gross & Levenson, 1993, 1997). Inaddition to altering expressive behavior, suppression has somepotential costs for affective experience. Several studies have foundthat suppression leaves intact the subjective experience of negativeemotion but decreases the experience of positive emotions (Gross& Levenson, 1997; Stepper & Strack, 1993; Strack, Martin, &Stepper, 1988).#p#分頁標(biāo)題#e#
Research on individual differences in suppression has used theEmotion Regulation Questionnaire (ERQ; Gross & John, 2003).
This scale includes items referring to suppression of both positiveand negative emotions, as well as general emotion items that donot reference valence; all of the items load on a common, generalfactor. Findings with the scale are consonant with the experimentalresearch and add further information about people who use suppressionoutside of the laboratory. Individuals who make frequentuse of suppression deal with stressful situations by masking theirinner feelings and clamping down on their outward displays ofemotion. Their efforts at suppression leave them with less positive
emotion and with more negative emotions, including feelings ofinauthenticity, than in individuals who use suppression less frequently.Such efforts are partially successful, in that individualsexpress less negative emotion than they actually experience; however,in absolute terms, they still express as much as individualswho suppress less frequently. Individual differences in suppressionare distinct from other forms of emotion regulation and are notcorrelated with cognitive reappraisal, an antecedent-focused formof emotion regulation. In terms of the global Big Five traits (John& Srivastava, 1999), suppression is somewhat associated with lowlevels of extraversion but not at all with neuroticism or lowagreeableness (Gross & John, 2003; John & Gross, 2007).
The Social Context of Suppression:New Research Questions
Suppression is a way of regulating emotions that targets expressivebehavior—a component of emotion with a socialcommunicativefunction. An important topic for research, therefore,is how the use of suppression affects social functioning. Inone of the few experimental studies of the interpersonal consequencesof suppression, Butler et al. (2003) had unacquainted pairsof participants watch a documentary about the bombing of Hiroshimaand Nagasaki together and then discuss their reactions. Insome dyads, one partner was instructed (unbeknownst to the other)
to suppress their emotional expressions during the discussion.Interacting with a partner who suppressed was more stressful than
interacting with a partner who acted naturally, as indexed byncreases in blood pressure. These findings suggest that by disruptingthe give and take of emotional communication, suppressionhas the potential to undermine social functioning to a significantdegree.
Although studies such as these are an important first step, theyare limited in several ways: They involve an explicit and bluntexperimental manipulation; they feature a single context in whichemotionally expressive behavior was clearly normative and sociallydesirable; and they involve the random assignment of participantsto a suppression group, rather than naturally occurring
within- or between-person variation in suppression. In the presentstudy, we sought to overcome these limitations.
Stability and Dynamics in SuppressionMost prior research on emotion regulation has mirrored the “two#p#分頁標(biāo)題#e#
disciplines” of correlational and experimental research identifiedby Cronbach (1957). Correlational designs typically compare stableattributes of individuals but do not emphasize how individuals
adapt to their circumstances. Experimental designs focus on emotionregulation cued by an experimenter’s instructions, but they
ignore both stable individual differences and spontaneously enacted
emotion regulation. Cronbach argued that to understand allthe forces that constitute the whole person, which he called “theorganism at present,” one must consider both stable and dynamic
influences. Individual differences and dynamic enactment of emotionregulation are part of the same larger picture (Bonanno, Papa,Lalande, Westphal, & Coifman, 2004; Carver & Scheier, 1998;Hoeksma, Oosterlaan, & Schipper, 2004), but neither correlationalnor experimental designs capture this totality very well. Thepresent investigation was designed to incorporate stable and dynamic
components of emotion regulation in a longitudinal design,allowing us to test simultaneously for both effects.An Ecologically Meaningful Context and Outcomes
Does suppression have measurable and meaningful ramificationsin important life contexts? Previous correlational studieshave focused on global, decontextualized outcomes, whereas experimentalstudies have measured outcomes in controlled laboratorysettings. In the present investigation, we studied an emotionallyintense and personally meaningful time of life, when emotionregulation resources are heavily demanded and have importantconsequences—namely, the transition to college.The college transition is often a stressful and demanding period,during which many students confront new personal challenges andlearn to cope with multiple demands (Cantor, Norem, Niedenthal,Langston, & Brower, 1987). Common sources of stress include
changes in relations with friends and family members, new socialactivities, academic demands, financial responsibilities, and new
temptations (Petruzzello & Motl, 2006). Social challenges are1 From this point forward, we use the more concise term suppression torefer to the central construct of this investigation, suppression of expressivebehavior.884 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSSamong the most prominent in this transition (Shaver, Furman, &、Buhrmester, 1985), perhaps nearly twice as common as challengesin the academic domain (Arthur & Hiebert, 1996). The transitionto college disrupts existing social support networks, separating
individuals from high school friends and family and forcing themto form new relationships (Shaver et al., 1985). The largest impactof the transition to college is often experienced upon entry, during
the first term, with reports of distress attenuating over time asstudents adjust to their new environment (Compas, Wagner,
Slavin, & Vannatta, 1986; Gall, Evans, & Bellerose, 2000).Multiple Indicators of Social FunctioningHumans desire to maintain close and supportive relationships#p#分頁標(biāo)題#e#
with others, and our psychological and physical well-being dependson how well we are able to do so (Baumeister & Leary,1995). Functionalist theories of emotion indicate that emotionallyexpressive behavior is central to maintaining social bonds. Expressivebehavior communicates information to others about an individual’semotional state and associated needs and intentions. This
communicative function of emotion is central to a number ofadaptive interpersonal processes that rely on knowing others’mental states (such as distress-sympathy cycles, social sharing, and
mutual interest; Keltner & Haidt, 1999). Drawing from this functionalistperspective, we hypothesized that relatively greater use ofsuppression by individuals in their everyday lives would disrupt
the normal flow of emotion-based communication and impedesocial functioning as a result.
Specifically, we examined three indicators of adaptive socialfunctioning that we expected to be disrupted by suppression, aswell as a fourth that we did not expect to be disrupted. Socialsupport is an important predictor of health and may be particularlycritical during life transitions, such as the transition to college(Brissette, Scheier, & Carver, 2002). Individuals who suppress the
expression of their emotions may fail to elicit social support(Eisenberg, Fabes, Schaller, & Miller, 1989; Labott, Martin,
Eason, & Berkey, 1991). Closeness to others has important implications
for general adaptation (for reviews, see Rholes & Simpson,
2004). Emotion-expressive behavior facilitates closeness by signaling
approachability (Simpson, Gangestad, & Nations, 1996),
the desire to affiliate (Harker & Keltner, 2001), the establishmentof rapport (Tickle-Degnan & Rosenthal, 1990), and the willingnessof the expresser to provide care and support (Lin, 1986). We thus
expected that individuals who suppress would miss opportunitiesto establish close relationships with others. A subjective sense ofsocial satisfaction is one of the dominant predictors of life satisfaction
(Myers & Diener, 1995). We expected that individuals whosuppress would have less satisfying social lives as a consequence.
In contrast with these other outcomes, we did not expect thatsuppression would be strongly related to likability (Gross & John,2003). Likability is an important dimension in sociometric research,
where it serves as an indicator of how much others preferto interact with an individual (Newcomb, Bukowski, & Pattee,1993). Closeness and likability are distinct constructs: Closeness
often builds over time, but liking is a quick and automatic evaluationthat can be made with no meaningful social interaction
whatsoever (Albright, Kenny, & Malloy, 1988). Our hypothesesabout suppression were based on its impact on interpersonal processes;because liking depends less on interpersonal interactions,
we expected it to be less affected by suppression. Analyses oflikability could thus help establish a boundary for the adversesocial consequences of suppression. Because of concerns about the#p#分頁標(biāo)題#e#
http://www.400190.com/dissertation_writing/sociology/validity of self-reported likability, we only assessed it with peerreports.
The Present Study
The present study employed a prospective longitudinal design totest the real-life social consequences of suppression during the
challenging transition to college (see Figure 1). We assessedsuppression on two occasions: a pretransition assessment duringthe summer while participants were still at home (approximately 2
months before the beginning of college) and an early transitionassessment on campus right at the beginning of the fall term. Thisenabled us to distinguish between two components of suppression:stable individual differences and dynamic changes across the transitionto college. We measured social outcomes using amultimethod approach. First, we assessed ongoing social experiences
in weekly experience reports throughout the first term ofcollege. Second, we assessed social functioning with global reports
http://www.400190.com/dissertation_writing/sociology/at the end of the term. Third, to gain a more objective assessmentof individuals’ social functioning, we analyzed reports completedby knowledgeable peers at the end of the term.
We report the results in two parts. In Part 1, we report themean-level changes in suppression across the transition. We thenfocus on the weekly experience reports, presenting descriptiveS1 S2
W1 E
Students
arrive on
campus
Fall term
(10 weeks)
End of
instruction
2 months
prior to the
transition
Predictors
Outcomes
Context At home At college
B W2 W3 W4 W5 W6 W7 W8 W9 W10
Figure 1. Study design timeline. Letters are positioned to indicate the timing of different assessments: S

suppression; B
baseline reports of social functioning; W
weekly experience reports of social functioning
outcomes; E
end-of-term self-reports and peer reports of social functioning outcomes.
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 885
analyses of the “typical” trajectory for a variety of social functioning
indicators across the first 10 weeks of college, as well as
留學(xué)生dissertation網(wǎng)effects of suppression on these indicators. In Part 2, we focus on
the end-of-term assessments, as reflected in self-reports and peer
reports.
Part 1: Change in Suppression Across the Transition and
Social Experiences During the First Term
In Part 1, we focus on the assessment of suppression before and
after the transition to college and on the weekly experience reports
during the first term. We address two questions. First, as individuals
make the transition to a new college environment, in what
ways, if any, do their levels of suppression change? Second, how#p#分頁標(biāo)題#e#
do stable and dynamic components of suppression relate to social
functioning during the first term at college?
Consistency and Change in Suppression
Individual differences in emotion regulation reflect wellestablished
patterns of self-regulation (Gross & John, 2003; John
& Gross, 2004). For this reason, we expected suppression to show
moderate rank-order consistency, even across a transition as significant
as the one from high school to college. At the same time,
we recognize that different situations call for different types and
levels of emotion regulation. Individuals who suddenly find themselves
in a new environment, surrounded by as yet unfamiliar
people, may well respond by being more guarded about expressing
their emotions. Although previous research suggests that suppression
generally decreases from early to middle adulthood (John &
Gross, 2004), we expected mean levels of suppression to increase
across the transition.
Prospective Analyses of Stable and Dynamic Suppression
We expected suppression to lead to adverse outcomes in three
domains of social functioning: social support, closeness to others,
and social satisfaction. For each outcome variable, we estimated
three models that were constructed to narrow down the set of
plausible explanatory models through carefully selected controls.
Causation is established by satisfying three criteria: association
between a proposed cause and effect, direction (i.e., the cause
precedes the effect), and isolation from “third variables” (Bollen,
1989). Although this was not a randomized experiment and we
could not control for all possible third variables, the models were
designed to test for association and direction and to at least
partially address isolation.
Model 1 tested for associations between the dependent variables
and the stable and dynamic components of suppression, with no
controls. In Model 2, we added variables representing baseline
levels of the social functioning outcomes; these analyses help
establish the direction of effects (i.e., from suppression to social
functioning). Many of the outcome measures of social functioning
referred specifically to the college context, and thus, identical
measures would not have made sense in the summer before college.
However, wherever possible, we employed conceptually
relevant baseline variables as controls. In Model 3, we introduced
social activity and positive and negative emotional experience into
the models. Previous research has shown that individual differences
in suppression are correlated with extraversion, so we included
social activity (an index of extraversion expressed in the
college environment) to isolate the effects of suppression from
extraversion. In addition, some previous experimental and correlational#p#分頁標(biāo)題#e#
research suggested that the use of suppression may lead to
less positive or more negative emotional experience. To test
whether the findings could be attributed centrally to suppression,
and not just a side effect of its impact on emotional experience, we
included positive and negative emotions in Model 3 as controls.
Our longitudinal design allowed us to address another important
issue, unresolved in the previous experimental and correlational
research: Were the social outcomes of suppression merely transient,
or did they persist throughout the first term? Our prediction
for the stable suppression component was fairly straightforward:
We expected it to consistently predict outcomes over time. The
prediction for the dynamic component of suppression was less
obvious, however: Would it represent a brief disruption in social
functioning, or would it set a longer lasting precedent? Block
(1982) proposed that an individual’s responses immediately after a
major transition have an enduring impact: Early responses set the
tone for newly formed relationships and establish enduring patterns
and precedents for social interactions. Thus, we tentatively
hypothesized that the suppression effects would not diminish in
magnitude throughout the term (i.e., the effects would persist and,
thus, not interact with week).
Method
Participants
Data were available for 278 students (58% female; M age
18
years) who had completed a measure of suppression twice, once
during the summer prior to their arrival on campus and a second
time within 2 weeks of the start of fall term. Participation in the
summer survey was voluntary; subjects who completed further
assessments were compensated for their time. The sample was
ethnically diverse: 15% identified themselves as Hispanic, 31% as
Asian, 7% as African-American, 60% as Caucasian, and 4% as
Native-American (participants were allowed to mark more than
one category). Various subsets of this sample participated in the
two major parts of this longitudinal investigation, as described
below.
Measures
To facilitate interpretation, we converted scores of all other
continuous measures to Percent of Maximum Possible (POMP)
scores (P. Cohen, Cohen, Aiken, & West, 1999). POMP scores are
computed by a linear transformation that rescales a variable to
have a theoretical range from 0 to 100. Transformations to POMP
scoring put unstandardized statistics (like coefficients from regressions
or multilevel models) into a more interpretable metric, because
all measures have the same raw scale. POMP transformations
do not affect inferential statistics like t or F tests. Means and
standard deviations of the main variables are reported in Table 1.
Suppression. Suppression was measured using the suppression#p#分頁標(biāo)題#e#
scale of the ERQ (Gross & John, 2003). The 4-item suppression
scale was designed to be brief but has shown good reliability,
consistent evidence of unifactorial structure, and convergent as
886 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSS
well as discriminant validity, including substantial correlations
with peer-reported suppression (Gross & John, 2003; John &
Gross, 2004). The instructions made no reference to any time
frame (i.e., participants were not constrained to interpret items as
trait or state statements). Participants rated their agreement or
disagreement with each item on a scale from 1 (strongly disagree)
to 7 (strongly agree). The ERQ suppression items are as follows:
“I control my emotions by not expressing them,” “When I am
feeling positive emotions (e.g., joy, amusement), I make sure not
to express them,” “I keep my emotions to myself,” and “When I
am feeling negative emotions (e.g., anxiety, sadness), I make sure
not to express them.” In this sample, as in the previous studies, all
four suppression items had substantial loadings (.55) on a common
factor, and this was true at both time-points.2 The first
administration took place during the summer prior to participants’
freshman year of college; the second administration took
place within the first 2 weeks of fall term (see Figure 1).
Cronbach’s alpha reliability coefficients were similar to previous
research (.71 in the precollege assessment and .77 in the
on-campus assessment).
Social support from parents and from friends. To assess how
much social support participants received from others, participants
rated social support on a scale from 1 (no support) to 7 (great
support). Participants separately rated support from new college
friends and from parents (or guardians). Averaged across weeks,
support from these two sources correlated only .37, indicating that
these two sources of support were distinct.
To control for baseline levels of support, we used the 12-item
Interpersonal Support Evaluation List (S. Cohen & Hoberman,
1983), which was administered in the summer assessment. This
inventory measures the perceived availability of social support; it
includes items like, “When I need suggestions on how to deal with
a personal problem, I know someone I can turn to.” The scale had
a mean of 77.7 (POMP scored) and standard deviation of 15.7, and
it was internally consistent (
.87). Its correlation with average
weekly support from friends was r
.35 ( p  .05), with support
from parents r
.08 (ns).
Closeness to others. Participants rated the closeness of their
relationships from two perspectives, as agent and as recipient of
closeness. One item asked about the degree to which participants#p#分頁標(biāo)題#e#
felt “affectionate, loving, caring/warm toward others,” and the
other item asked about the degree to which they felt “cared about,
loved, connected to others.” Ratings were made on a scale from 0
(not at all) to 4 (extremely). We combined these items into a
closeness composite (
.79).
To control for baseline levels of closeness, we used comparable
items from the summer assessment. Participants were asked to rate
the extent to which they typically experience affection and love on
a scale from 1 (not at all) to 5 (extremely). These two ratings were
POMP scored and combined to form a composite with M
68.2
(SD
21.6, 
.68). The correlation with average weekly
closeness was r
.39 ( p  .05).
Social and academic satisfaction. Social satisfaction was assessed
with the item “How satisfied did you feel with your social
life?” Academic satisfaction was assessed using the item “How
satisfied did you feel with your academic life?” The items were
rated from 1 (not at all) to 7 (extremely). Mean weekly ratings of
academic and social support were correlated .41, indicating that
subjects made meaningful distinctions between the two domains.
To control for baseline levels of social satisfaction, we used the
item “I am satisfied with my social life,” which was administered
in the summer assessment. Participants rated this item on a scale
from 1 (strongly disagree) to 5 (strongly agree). The mean (after
POMP transformation) was 61.4 (SD
30.2). The item correlated
with average weekly social satisfaction r
.45 ( p  .05).
Additional control variables for Model 3. Social activity was
assessed using the item “Did you go to any parties or social
events? If so, how many?” Each week, participants responded with
one of four choices: 0, 1, 2, or 3 (scored as 3). Positive and
negative emotions experienced during the week were assessed
with multi-item scales, with each emotion item rated on a scale
from 0 (not at all) to 4 (extremely). The positive emotion scale
consisted of 3 items: “happy, pleased, contented”; “proud, a sense
of accomplishment, successful”; and “interested, intellectually engaged/
stimulated” (
.61). The negative emotion scale consisted
of 4 items: “anxious, nervous”; “sad, depressed, down”; “tired,
fatigued”; and “angry, irritated, pissed off” (
.68).
2 Psychometric analyses in the current data and previous studies (e.g.,
Gross & John, 2003; John & Gross, 2004) indicate that the ERQ measures
a general suppression factor. However, to check against the possibility that
the findings might be driven by suppression of just positive or just negative
emotions, we reran the analyses in this article using the single items#p#分頁標(biāo)題#e#
referring explicitly to positive or negative emotions. The pattern of effects
with these more specific indicators was consistent with the reported results,
further supporting our interpretation of the present results as attributable to
a general suppression factor.
Table 1
Descriptive Statistics for Main Study Variables
Variable N M SD
Antecedent suppression (ERQ)
Summer before college 278 35.73 17.24
First 2 weeks of fall term 278 40.30 19.73
Weekly reports through first term
Support from parents 233 59.21 26.67
Support from new friends 233 57.92 22.06
Closeness 233 66.36 17.17
Social satisfaction 233 60.76 17.40
Academic satisfaction 233 54.64 15.63
End-of-term self-reports
Social support from friends 204 57.38 26.24
Closeness 204 66.75 28.36
Social satisfaction 204 63.43 23.26
Academic satisfaction 204 51.49 22.86
End-of-term peer reports
Closeness 143 74.57 17.89
Social satisfaction 143 68.82 16.67
Academic satisfaction 143 60.63 17.03
Likability 143 76.28 16.47
Note. The Emotion Regulation Questionnaire (ERQ; Gross & John,
2003) was completed during the summer before college and again during
the first 2 weeks of the first college term. Standard deviations for weekly
reports and peer reports are calculated to reflect between-subject variance.
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 887
Participation and Attrition in the Weekly
Experience Reports
Weekly assessments were available for 233 (84%) of the 278
students who had completed both emotion-regulation measures.
On average, they completed six of the weekly reports. We compared
suppression scores in precollege and initial on-campus assessments
for the 233 who responded to at least one weekly
assessment versus the 45 who did not and found no differences (all
ps  .28). The number of responses per week ranged from 90 (the
week that included Thanksgiving break, when many students went
home) to 183 (the last week of the term), and response rates did not
systematically increase or decrease over the course of the term.
Analyses
Operationalizing stable and dynamic components of suppression.
The cross-context design allowed us to model two components
of suppression: a stable component representing variance shared
between the precollege and on-campus assessment and a dynamic
component representing variance unique to the on-campus arrival
assessment. To estimate the effects of stable and dynamic components
of emotion regulation, we entered baseline scores (assessed in the
summer prior to the transition) and change scores (the difference of
post-transition minus pretransition) simultaneously.
This analysis is a hybrid of static-score and change-score models
for panel data (Finkel, 1995). Its logic can be connected to#p#分頁標(biāo)題#e#
Cronbach’s assertion about multiple influences on the “organism
at present.” Suppression measured at a single occasion (SUPt)
reflects two influences: variance shared across multiple time points
(STABLE) and variance that is specific to that time point (DYNAMIC
t). Thus, two measurements reflect three sources of variance,
STABLE, DYNAMIC1, and DYNAMIC2:
SUP1
STABLE  DYNAMIC1, (1)
SUP2
STABLE  DYNAMIC2, (2)
Because STABLE is the same at both time points, it is subtracted
out in the change score:
SUP
SUP2  SUP1, (3)
SUP
STABLE  DYNAMIC2  STABLE
 DYNAMIC1, (4)
SUP
DYNAMIC2  DYNAMIC1. (5)
This decomposition helps illustrate why entering baseline and
difference scores allowed us to estimate stable and dynamic effects.
In our analyses, we entered the baseline score (SUP1) and the
difference score (SUP) simultaneously into a regression equation
as follows:
Y
b0  b1SUP1  b2SUP. (6)
When Equations 1 and 4 are substituted, this equation is the same
as the following:
Y
b0  b1STABLE  DYNAMIC1  b2DYNAMIC2
 DYNAMIC1. (7)
Because regression coefficients reflect the effect of each variable
while holding the other constant, the variance that is shared
across both terms in the regression—that is, DYNAMIC1, the
variance specific to Time 1—effectively “cancels out,” making b1
the estimate of the effect of STABLE on the dependent variable
and b2 the estimate of the effect of DYNAMIC2 on the dependent
variable.3
Multilevel regression models of weekly experience reports.
The weekly experience reports formed a nested data structure, with
up to 10 reports nested within each person. Therefore, we analyzed
the weekly experience reports using multilevel regression analyses
(also known as hierarchical linear models or linear mixed models)
with maximum-likelihood estimation. This approach allowed us to
use all available data, even from participants who did not complete
all 10 weekly reports. At Level 1 (within-person effects), the
outcome measure was modeled as a function of an intercept and a
linear slope of week. Week was centered in the middle of the fall
term, so that the intercept would represent “average” social functioning
during the fall term. The Level 1 covariance structure
included autoregressive effects; that is, error terms from adjacent
weeks could be correlated with each other. In the Level 2 equations
(between-person effects), we entered baseline and change scores of
suppression to estimate the effects of stable and dynamic suppression,
as described above. Both Level 2 random effects (for the
intercept and the week slope) were estimated with an unrestricted
covariance structure.
The tests of stable and dynamic suppression built on this basic#p#分頁標(biāo)題#e#
model: Model 2 added Level 2 effects of the baseline social
functioning measures, and Model 3 further added effects of social
activity, positive affect, and negative affect at Level 1.
Results and Discussion
For illustrative purposes, means and standard deviations for core
variables are presented in Table 1, and zero-order correlations
among suppression and the outcome variables are presented in
Table 2. We note two observations about these correlations. First,
suppression measured at either of the antecedent time points was
correlated with all of the subsequent social outcome variables,
consistent with an effect of stable suppression. Second, for all but
one expected outcome (support from parents; see also below), the
correlation with the temporally closer fall assessment of suppression
was stronger than the correlation with summer suppression, an
observation that is consistent with an effect of dynamic suppression.
More rigorous, model-based tests of these hypotheses are
presented later in this section.
3 Even though the conceptual decomposition revolves around three
components (STABLE, DYNAMIC1, and DYNAMIC2), the analysis estimates
effects of only two of these components because of the cancellation.
When we ran the analyses using SUP2 (instead of SUP1) and SUP as
predictors, the coefficients for SUP2 (which, according to the decomposition,
reflect the stable effect) were identical to the coefficients on SUP1 in
the analyses reported. The coefficients for SUP then represented the
variance in suppression that was unique to Time 1 (i.e., DYNAMIC1). As
one would expect, these effects were not significant and were near zero.
888 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSS
Consistency and Change in Suppression
Suppression showed moderate rank-order consistency between
the home environment and college (r
.63, p  .01). Although
significant, this correlation is far from unity, leaving substantial
room for individual-level changes across the initial transition period.
Therefore, we expected to be able to distinguish both stable
and dynamic components of suppression.
Did the participants, on average, increase in their use of suppression
across the transition? A t test indicated that mean levels of
suppression increased significantly from the summer prior to college
(M
35.7) to the arrival on campus (M
40.3), t(277)

4.36 ( p  .01). In other words, as participants left their familiar
social networks and began exploring a novel social environment in
college, they increased the extent to which they regulated the overt
behavioral expression of their emotions.
Suppression and Social Experiences During the First
Term of College
Social support from parents. We begin with this social outcome
variable because we predicted divergent effects for the stable#p#分頁標(biāo)題#e#
and dynamic components of suppression, thus providing a direct
and strong test of our operationalization of the stable–dynamic
distinction. In the multilevel model, stable suppression significantly
predicted lower levels of social support from parents (i.e., a
lower Level 1 intercept, centered in the middle of the term) during
the first term in college (
–0.28, p  .05; see the first row in
Figure 2). That is, new college students who were stable suppressors—
whose high scores reflected consistently frequent use of
suppression in both their home environment and their new college
environment—elicited less subsequent support from their parents
than did low scorers. All of the variables were POMP scored (that
is, scaled from 0 to 100), so this coefficient indicated that an
increase of one point of stable suppression corresponded to a
reduction of just over one quarter of a point of parental support.
We expected that this effect would not hold for the dynamic
component of suppression, which reflects the student’s unique use
of suppression in the new college environment. That was what we
found: The dynamic suppression component was not related to
parental support, a source of support that preexisted the new
college environment (
–0.03, ns; see Figure 2). This differential
pattern of findings supports the validity of the stable–dynamic
distinction and the interpretation of the dynamic component as
variance that is time- and context-specific.
Social support from new college friends. In contrast with
parental support, we predicted that both stable and dynamic suppression
would predict less social support in the new relationships
students form at college, and this was indeed the case. Figure 2
shows the regression coefficients for stable and dynamic suppression
for the three models across the top row. In Model 1, both
components of suppression had significant and negative associations
with support from friends (
–0.32 for stable suppression,
and
–0.25 for dynamic suppression; both ps  .05). Because
the effects of the stable and dynamic components were assessed
simultaneously, this analysis indicates that each was a significant
predictor independent of the other.
In Model 2, we added a control for baseline levels of social
support prior to the transition. The effects of both stable and
dynamic suppression remained significant and negative in Model 2
(
–0.23 for stable suppression, and
–0.23 for dynamic
suppression; both ps  .05). This finding was consistent with a
directional interpretation that suppression was an antecedent of
low social support (the baseline control was also significant in this
analysis).
Finally, in Model 3, we added effects for social activity, positive#p#分頁標(biāo)題#e#
emotions, and negative emotions. In this model, the effects of both
Table 2
Zero-Order Correlations Among Antecedent Suppression and Subsequent Weekly Experience
Variable
Antecedent
suppression
(ERQ) Weekly experience reports
Summer
before
college
Early
fall
term
Support
from
parents
Support
from
friends Closeness
Social
satisfaction
Antecedent suppression (ERQ)
Summer before college —
Early fall term .63 —
Mean of weekly experience
reports through first term
Support from parents
.17
.07 —
Support from new friends
.23
.33 .39 —
Closeness
.23
.46 .25 .60 —
Social satisfaction
.16
.39 .17 .51 .69 —
Academic satisfaction
.10
.19 .21 .29 .29 .29
Note. N
123. ERQ
Emotion Regulation Questionnaire (Gross & John, 2003). To obtain reliable estimates,
we used only subjects with greater than a 50% response rate on the weekly reports to calculate these correlations;
cases with further missing data were deleted. In this subsample, absolute correlations greater than .18 are
significant at p  .05. These correlations with partial data are for illustrative purposes only. The primary analyses
reported in the text used full-information methods on the fuller sample.
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 889
Figure 2. Effects of antecedent stable and dynamic suppression on weekly experience report intercepts.
Dependent variables are listed along the vertical axis. Dots represent the coefficient estimates, and line segments
represent 95% confidence intervals; coefficients whose intervals do not cross zero are therefore significant at p 
.05. Model 1 included the stable and dynamic suppression variables as well as the effect of week. Model 2
included all Model 1 effects plus a control for baseline social functioning. Model 3 included all Model 2 effects
plus controls for social activity and positive and negative emotion. Graphing technique was adapted from
Kastellac and Leoni (2007). Numerical values are available from Sanjay Srivastava upon request.
890 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSS
suppression components remained significant (
–0.21 for
stable suppression, and
–0.21 for dynamic suppression; both
ps  .05). Thus, the effects of stable and dynamic suppression on
social support from friends were independent from each other and
could not be explained by differences in social activity or emotional
experience.
In a final set of control analyses, we reran the analysis of
emotional support from new friends, controlling for support from
parents. Again, the effects of both stable and dynamic suppression
remained significant and largely unchanged in magnitude (see#p#分頁標(biāo)題#e#
Figure 2). Like Model 2 (which controlled for pretransition social
support), this test further indicated that the findings for support
from friends are specific to the emerging social network at college
and cannot be attributed to global support patterns already in place
prior to the arrival on campus.
Closeness to others. As shown in Figure 2, both the stable
and the dynamic components of suppression were associated
with less closeness to others over the entire first academic term.
This was true even when we controlled for baseline closeness,
social activity, and positive and negative affect in Model 3,
none of which confounded or mediated the effects of stable and
dynamic suppression. The findings were consistent with previous
experimental and correlational findings. Expanding on prior
studies, the present findings demonstrate that both stable and
dynamic suppression exert similar and independent influences
on relationship closeness, even when measured over an extended
period of time.
Social and academic satisfaction. As shown in Figure 2, both
stable and dynamic suppression predicted lower social satisfaction
at college, even when we controlled for baseline levels of social
satisfaction, social activity, and positive and negative emotions
(i.e., in Model 3).
Suppression has been associated with lower life satisfaction in
general (see Gross & John, 2003). Indeed, in this investigation, the
stable component of suppression was associated with lower academic
satisfaction. To test the specificity of the social satisfaction
findings, we conducted analyses of social satisfaction with academic
satisfaction entered as a Level 1 control variable. The
results, summarized in Figure 2, were clear: Both effects of suppression
on social satisfaction remained significant and consistent
in magnitude, even after we controlled for academic satisfaction,
indicating that the effects were not merely a reflection of lower
global satisfaction.
Transience or persistence of outcomes: Interactions with week
in college. We expected the effects of stable suppression to be
evident throughout the term; we tentatively hypothesized that
dynamic suppression might show a similar pattern (as opposed to
predicting only a transient disruption in social functioning at the
start of the term). To examine these possibilities, we tested
whether the effects of stable and dynamic suppression in the above
analyses interacted with week. If the effects of suppression were
transient, we would expect a Suppression Week interaction such
that high versus low suppressors score quite differently on social
functioning indices in early weeks but score similarly to one
another in later weeks. However, none of the interactions were
significant: The statistical effects of suppression on social functioning#p#分頁標(biāo)題#e#
were of similar magnitude throughout the academic term.
Part 2: Social Functioning at the End of Term as
Assessed By Self- and Peer Reports
The experience-sampling approach employed in Part 1 asked
participants to report their ongoing experiences soon after they
occurred. In Part 2, we expanded our approach in three ways. First,
we asked participants at the end of their first term to provide global
summary reports of their lives since beginning college. Such
reports reflect the participants’ life assessments and evaluations
integrated over time, and they can therefore have important implications
not captured by online reports, making them an important
and complementary source of information (Wirtz, Kruger, Scollon,
& Diener, 2003). Second, we supplemented self-reports with the
reports of peers who knew the participants well. Self-reports
provide a direct window into individuals’ perceptions of their
social world. Well-acquainted peers who have observed the individual
in a wide range of social settings provide an important
additional perspective on the individual’s social adjustment. Selfand
peer reports each provide valid but complementary information
(Vazire & Mehl, 2008). Third, the collection of peer reports
allowed us to assess another domain of social functioning, likability,
which is difficult to assess with self-reports.
Given that Part 1 showed suppression to be associated with less
social support, less closeness to others, and lower social satisfaction,
we expected to reproduce those patterns using summary
reports at the end of the term. We expected such patterns to be
evident in both self-reports and peer reports. In addition, we
examined likability, as rated by peers. Whereas social support,
closeness to others, and social satisfaction reflect direct relationship
outcomes, the extent to which a person is liked by others
reflects the individual’s effect on others. Individuals can elicit
positive reactions from others without necessarily forming close
interpersonal bonds. Prior research suggests that suppression is not
related to evaluative impressions (Gross & John, 2003), and although
we expected suppression to impair relationship outcomes,
we did not necessarily expect suppressors to be disliked by others.
Method
Participants and Attrition in the End-Quarter Assessments
The 278 participants from Part 1 were invited to complete an
end-quarter assessment. Because we anticipated competing time
demands on participants from final exams and other obligations,
we designed a very brief assessment with the goal of achieving a
respectable response rate. Two hundred four (73%) of the original
Part 1 participants agreed to participate and completed the selfreport
section of the end-quarter assessment. To examine attrition#p#分頁標(biāo)題#e#
effects, we compared these end-quarter participants with the nonparticipants
on suppression at each of the two earlier assessments,
and we found no differences; the absolute correlations with participation
(vs. nonparticipation) were both below .05, and neither
was even close to significance ( ps  .23).
To gain additional insight and corroboration of social consequences,
we also asked the participants who completed the endof-
term self-reports to nominate up to three people who knew them
well and to provide names and addresses at which we could
contact these peers. We then mailed paper questionnaires with a
postage-paid return envelope to the peers. Peer nominations could
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 891
be solicited from only those participants who agreed to participate
in the end-quarter self-report assessment; at least one peer report
was obtained for 143 of those participants (70%).
Measures
Means and standard deviations of core variables are reported in
Table 1.
Social support. Participants rated how often they went to
others to talk about personal problems and how often friends came
to them to talk about personal problems. We focused on selfreports
here because perceived support differs from actual support
received. The former is generally more strongly related to positive
outcomes (Wethington & Kessler, 1986), perhaps because received
support confounds the availability of a support network
with the adverse events that require its use. Ratings ranged from 1
(never) to 4 (often). We collapsed these items into a single composite
measure of (mutual) social support (
.73).
Closeness to others. Participants and their peers rated their
agreement with the statement, “I had close relationships with
others” (self) or “X has close relationships with others” (peer).
Ratings ranged from 1 (disagree) to 7 (agree).
Two aspects of life satisfaction in college: Social and academic.
Participants and peers rated “How satisfied were you with social
life at college?” (self-report) or “How satisfied does X seem with
his/her social life at college?” (peer report). Participants and peers
also rated academic satisfaction: “How satisfied were you with
your own academic performance at college?” (self) or “How
satisfied does X seem with his/her academic performance?” (peer).
As in the weekly reports, social and academic satisfaction were
moderately correlated (in self-reports, r
.22, p  .001; in peer
reports, r
.38, p  .001).
Likability. Peers rated the extent to which they agreed with
two statements concerning the target: “X is the kind of person
almost everyone likes” and “X is someone people really enjoy
spending time with.” These items required peers to evaluate the#p#分頁標(biāo)題#e#
participants’ social interactions more broadly, rather than reporting
solely on their own relationship with the participant. Both items
were rated from 1 (strongly disagree) to 7 (strongly agree). We
averaged the two items to create a single index of likability (

.78).
Other controls. We used the same control variables as in Part
1. We averaged over the 10 weeks the weekly reports of social
activity, positive emotion, and negative emotion we had obtained
earlier to create overall person-level variables for these analyses.
Analyses
When self-reports and peer reports were available for the same
constructs, we treated the data as having a nested structure (one to
four reports nested within each participant). Therefore, when peer
reports were available, we ran multilevel models with multiple
reports (self plus 0–3 peers) nested within each subject and with
the stable and dynamic suppression terms as Level 2 predictors.
We entered a contrast code for source (self vs. peer) as a Level 1
predictor to control for main effects of data source, and we
included terms for cross-level interactions between source and the
suppression variables to test whether the observed effects were
significantly different for the two data sources. Such combined
analyses benefit from aggregation, but are only appropriate if there
is measurement equivalence across data sources (i.e., self-reports
must be psychometrically comparable with peer reports). With
single items, measurement equivalence cannot be tested and must
be assumed. Therefore, we also report separate analyses using
regressions for the self-reports and multilevel models for the peer
reports. As in the previous section, we included in all analyses the
stable and dynamic terms entered simultaneously to test for their
independent contribution in predicting the outcomes.
Results and Discussion
For illustrative purposes, zero-order correlations among suppression
and the self- and peer-outcome variables are reported in
Table 3. We again note that suppression from both time points was
correlated with outcome variables, consistent with a stable suppression
effect, and that correlations of outcomes with fall suppression
were stronger than correlations with summer suppression,
consistent with a dynamic suppression effect. More rigorous tests
of these hypotheses follow in this section.
Social Support
As shown in the top row of Figure 3, both stable suppression and
dynamic suppression were significantly associated with lower levels
of self-reported social support in Model 1 ( s

0.35 and

0.33, respectively). The effect of stable suppression was reduced
after a control for baseline social support was introduced in Model
2 (stable suppression

0.21, p
.07). After controls for#p#分頁標(biāo)題#e#
social activity and positive and negative emotions were introduced
in Model 3, the effect of stable suppression was not significant
(although the coefficient remained negative). However, the effect
of dynamic suppression was significant even in Model 3 with all
controls.
Closeness to Others
Consistent with the findings in Part 1, both stable suppression
and dynamic suppression had a negative impact on close relationships
at the end of the term. These effects remained significant in
Model 3 with all controls introduced (see the second row of Figure
3). There was a significant interaction with data source, indicating
that the effects of suppression were somewhat stronger in selfreports,
as compared with peer reports. When we examined the
effects for each data source separately, stable and dynamic suppression
had negative consequences for close relationships in both
self-reports and peer reports. Stable and dynamic suppression were
both significantly related to self-reported closeness even in Model
3. Dynamic suppression was marginally related to peer-rated
closeness after controls were introduced ( p
.09 in Model 3).
Social Satisfaction
Consistent with the findings in Part 1, both stable and dynamic
suppression predicted lower social satisfaction at the end of the
term. In the combined analysis, stable and dynamic suppression
both had significant effects in Model 3 with all controls. Data
source did not interact with these effects, suggesting that overall
the effects for self-reports and peer reports were similar in magnitude.
Indeed, when examining data sources separately, we ob-
892 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSS
served that the same basic pattern emerged in both self-reported
and peer-reported social satisfaction, although some effects were
no longer significant in these lower power analyses. When we
included self-reported academic satisfaction at the end of the term
as an additional control, the effects of both stable and dynamic
suppression on self-reported social satisfaction remained virtually
unchanged.
Likability
In prior research, suppression was not related to peer-rated
likability (Gross & John, 2003). Similarly, in the present study,
neither the stable nor the dynamic components of suppression were
related to peer-rated likability at the end of the first academic term.
In other words, although selves and peers both indicated that
suppressors had less social support and were less satisfied with
their social lives, suppressors were not necessarily disliked by
others. Indeed, likability may engage an overall evaluation of the
person as a social stimulus, rather than a specific judgment of the
person as an interaction partner. Suppression, in this respect, may
influence outcomes involving interpersonal relationships but may#p#分頁標(biāo)題#e#
be less directly relevant to the overall impression an individual
makes on others.
General Discussion
In this longitudinal investigation, suppression was predictive of
multiple adverse social outcomes following the transition to college.
These findings held across three different domains of social
functioning (social support, closeness to others, and social satisfaction)
and three different assessment methods (weekly diaries,
end-of-term self-reports, and peer reports). It is important to note
that these effects were of similar direction and magnitude for both
stable individual differences in suppression and recent, dynamically
invoked changes in suppression.
Suppression: A Socially Important Emotion
Regulation Process
Suppression predicted several different indicators of social functioning:
social support, closeness, and social satisfaction. Although
this was not a randomized experiment, control analyses supported
a directional interpretation as well as isolation from several plausible
confounding variables, consistent with the conclusion that
suppression is an antecedent of poor social functioning in these
domains. Poorer social functioning was observed in self-reports
and peer reports 10 weeks after the transition to college, suggesting
that these outcomes may be relatively enduring. Consistent with
previous research (Gross & John, 2003), suppression was not
associated with likability: Although suppressors miss opportunities
to form close and meaningful relationships, they do not evoke
negative evaluations from others. The findings were corroborated
by peers, indicating that suppression alters behavior in ways that
are observable by others. In other words, suppression extends
beyond the individual into the social field.
Why was suppression associated with these adverse outcomes?
At the outset, we started with the general proposition that because
suppression targets a social-communicative channel of emotion, its
consequences ought to be prominent in the social domain. Our
measure reflected suppression of emotions in general, rather than
suppression of just positive or just negative emotions. Different
emotions can serve different social functions, but emotions also
have shared social functions, such as calling attention to what is
personally important and meaningful, communicating internal
states, etc. (Keltner & Haidt, 1999). Because the findings reported
here depend on a general suppression factor, they are probably
based on such shared mechanisms.
The present results are consistent with the proposition that
suppression has meaningful, diverse, and persistent social consequences
in an important real-world context. Drawing on these
results, we offer three possible mechanisms by which suppression#p#分頁標(biāo)題#e#
may disrupt social functioning. First, to the extent that suppression
Table 3
Zero-Order Correlations Among Suppression and the End-of-Term Self-Reports and Peer Reports
Variable
Antecedent
suppression (ERQ) End-of-term self-reports End-of-term peer reports
Summer before
college
Early fall
term
Social
support Closeness
Social
satisfaction
Academic
satisfaction Closeness
Social
satisfaction
Academic
satisfaction
End-of-term self-reports
Social support
.10
.21 —
Closeness
.17
.32 .44 —
Social satisfaction
.13
.22 .30 .56 —
Academic satisfaction
.06
.20
.04 .16 .13 —
Mean of end-of-term peer reports
Closeness
.21
.29 .36 .36 .24 .08 —
Social satisfaction
.17
.24 .04 .36 .41 .12 .48 —
Academic satisfaction
.05
.17
.05 .13 .10 .54 .11 .33 —
Likability
.06
.06 .25 .29 .19
.10 .64 .42 .00
Note. N
112. ERQ
Emotion Regulation Questionnaire (Gross & John, 2003). To obtain reliable estimates, we used only subjects with at least 2 peer
respondents to calculate these correlations; cases with further missing data were deleted. In this subsample, absolute correlations greater than .19 are
significant at p  .05. These correlations with partial data are for illustrative purposes only. The primary analyses reported in the text used full-information
methods on the fuller sample.
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 893
Figure 3. Effects of antecedent stable and dynamic suppression on end-of-term self-reports and peer reports.
Dependent variables and data sources are listed along the vertical axis. Dots represent the coefficient estimates,
and line segments represent 95% confidence intervals; coefficients whose intervals do not cross zero are
therefore significant at p  .05. Model 1 included the stable and dynamic suppression variables. Model 2
included all Model 1 effects plus a control for baseline social functioning. Model 3 included all Model 2 effects
plus controls for social activity and positive and negative emotion. Graphing technique was adapted from
Kastellac and Leoni (2007). Numerical values are available from Sanjay Srivastava upon request.
894 SRIVASTAVA, TAMIR, MCGONIGAL, JOHN, AND GROSS
is successful, it will dissociate an individual’s internal emotional
experience from the information available to that individual’s
social partners. A number of important social processes rely on
others knowing about an individual’s internal emotional states: For
example, displays of distress elicit sympathy from others (Eisenberg
et al., 1989; Labott et al., 1991), and shared positive and#p#分頁標(biāo)題#e#
negative experiences can facilitate social bonding (Collins &
Miller, 1994; Kowalski, 1996). A second possibility, consistent
with the concept of emotional “leakage” (Ekman & Friesen, 1969),
is that individuals who attempt to suppress their expressive behavior
are only partially successful. If social partners correctly infer
that an individual is suppressing, they may perceive a suppressor
as being uninterested in intimacy or even inauthentic in a social
interaction. A third possibility involves the cognitive consequences
of suppression. Experimental studies have shown that suppression
imposes a cognitive load (Richards, Butler, & Gross, 2003; Richards
& Gross, 2000). To the extent that certain relationship processes
demand cognitive resources like attention (Tickle-Degnan
& Rosenthal, 1990), individuals who are preoccupied with regulating
their emotions might have difficulty fully engaging and
responding to others in social interactions. The findings from this
study encourage the future exploration of these possible mechanisms
through designs that allow for more micro-analysis of behavior,
such as lab studies of interactions or experience sampling.
Stable and Dynamic Suppression: Implications for
Understanding Regulatory Processes
In this study, suppression reflected both stable personal factors
and dynamic responses to the current situational context. These
findings suggest that neither a trait-like nor a situationist conception
of suppression is sufficient on its own. As a practical matter
for researchers, the fact that we were able to meaningfully divide
variance in a questionnaire measure into stable and dynamic components
echoes warnings against too easily categorizing measures
and constructs as exclusively trait or state (Allen & Potkay, 1981;
Fleeson, 2004). When a researcher assesses emotion regulation at
a single point in time, it is likely that the observation reflects both
stable and dynamic factors, and this consideration must factor into
both research design and theorizing.
We have used the “dynamic” label in the accurate but somewhat
narrow sense of something characterized by change. Yet it is
suggestive of a broader set of ideas about regulatory processes, and
in particular dynamic systems, that can guide our interpretation of
the findings and provide additional theoretical context for the
findings of this study (Carver & Scheier, 1998). Theoretically, we
see emotion regulation as interacting dynamically with the environment
as the individual anticipates and responds to events (cf.
Hoeksma et al., 2004). Temperament and early learning form the
basis of stable tendencies but not in a reflexive or deterministic
way; responses to a given situation depend on the individual’s#p#分頁標(biāo)題#e#
perception and interpretation of the social context and the demands
that it brings.
The average long-term trend in adulthood is for suppression to
decrease (John & Gross, 2004); by contrast, we found that mean
levels of suppression increased across the transition. This likely
reflects the challenges of being in a new place, separated from
loved ones and surrounded by strangers. Variance in the dynamic
component of suppression may reflect differences in how the
transition was construed—as a traumatic separation by some and
as an exciting social opportunity by others. Because emotionregulation
processes can be primed by subtle associations and cues
(Mauss, Cook, & Gross, 2007), such differences might be explained
by individuals’ encoding systems that respond differently
to different contexts (Cervone, 1997; Fleeson, 2004; Funder, 2006;
Mischel & Shoda, 1998). An important topic for future studies will
be to further examine factors that lead to changes in suppression,
including both features of the environment that may affect all
individuals similarly and construal processes that may vary from
one individual to the next.
Did changes in suppression occasioned by the transition to
college endure? Although we did not reassess suppression at the
end of the fall term, indirect evidence suggests that changes in
suppression may have endured. Both the stable and dynamic
components of suppression had effects on social functioning that
were evident throughout the 10-week term and at the end-of-term
assessment, a pattern that suggests that dynamic changes in suppression
endured after the transition. When people go through
major transitions, they restructure their environments through selective
and evocative transactions that, in turn, reinforce the individual
differences that guided the restructuring (Block, 1982;
Caspi & Moffitt, 1993). This echoes a broader theme in dynamic
systems, that disruptions can shift a system to a new, enduring
state (Carver & Scheier, 1998). An individual who responds to the
college transition by becoming emotionally guarded in the first
few days at college will miss opportunities to make close friendships;
conversely, having fewer close friendships might afford
fewer opportunities to share feelings, which could create an environmental
feedback loop that serves to solidify and maintain the
individual’s initial tendency to suppress. In future studies, this
mutually reinforcing effect on suppression in social environments
could be more directly examined by tracking both suppression and
indicators of social functioning across many points in time.
Limitations and Future Directions
The present study represents our effort to integrate stable and
dynamic effects in the context of a major real-world life transition,#p#分頁標(biāo)題#e#
with a temporal scope covering several months. This design had a
number of advantages, but like any approach, it had limitations as
well.
One limitation was the temporal resolution and scope of the
design, especially with respect to suppression dynamics. Dynamics
can occur on many different timescales, often requiring different
designs to optimally study them. By analogy, a geologist interested
in the earth’s movement might take measurements on the order of
milliseconds (using a seismograph) to study earthquakes and on
the order of centuries (using the fossil record) to study continental
drift. In this study, we measured suppression 2 months apart to
capture change associated with a major life transition. However, it
is important to recognize that the underlying mechanisms and
consequences might have been different had we focused on a
scope of years (to investigate long-term development), hours (to
study mood-related fluctuations), or milliseconds (to study immediate
responses to specific stimuli). Major life transitions are a
worthy focus, but they are not the only worthy focus. Similarly, we
note that our interest in a major life transition led us to create a
before-and-after design with two measurements of suppression. A
SOCIAL COSTS OF EMOTIONAL SUPPRESSION 895
design with more measurement occasions would have allowed for
more complex data-analytic approaches, like trait-state models or
difference models, which would have enabled us to test whether
the stable and dynamic components of suppression are correlated
or interact with each other, or growth-mixture models, which
would have allowed us to search for subgroups of growth patterns
(such as stable-high suppressors, increasers, and decreasers).
Another limitation is that we focused on just one kind of
transition (to college) at just one university. The ways that we
believe suppression alters interpersonal interactions are quite general;
however, we acknowledge that other transitions might provide
quite a different picture of the link between emotion regulation
and social functioning. The college transition is culturally
valued, it is encountered with a peer group, and it occurs for most
people at a developmental stage when social identity is still malleable.
Not all transitions share these features. In view of these
limitations, one important direction for future research is to apply
the present approach in other places and in the context of other
important life transitions, to help determine how suppression affects
social functioning across a variety of life domains. In addition,
it will be important to examine periods of life that are not
marked by major transitions, to explore how the social consequences
of expressive suppression are manifested in everyday life.#p#分頁標(biāo)題#e#
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Received October 13, 2006
Revision received October 10, 2008
Accepted October 17, 2008

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SOCIAL COSTS OF EMOTIONAL SUPPRESSION 897