Controlling Emotion: Neural Systems and Psychological Strategies

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Neuropsychology".

Deadline for manuscript submissions: 20 June 2026 | Viewed by 827

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Department of Psychology, Miami University, Oxford, OH 45056, USA
Interests: biopsychology; neurobiology of learning; memory; principles of learning; neuropsychopharmacology; writing; research methods; course-based undergraduate research experiences; team-based learning
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Special Issue Information

Dear Colleagues,

Emotional regulation is essential to adaptive behavior, social functioning, and mental health. Yet, the processes by which individuals control emotional responses involve complex interactions between neural systems, maturational processes, cognitive strategies, environmental demands, and individual traits. This Special Issue of Brain Sciences, entitled “Controlling Emotion: Neural Systems and Psychological Strategies,” aims to bridge cutting-edge research in neuroscience with psychological approaches to studying emotional regulation, offering an interdisciplinary perspective on how emotions are modulated, controlled, and shaped across contexts and populations. Investigations of cortical–subcortical interactions and intervention strategies across the developmental spectrum are of particular interest. Basic, translational, and clinical research approaches are encouraged.

Dr. Jennifer J. Quinn
Guest Editor

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Keywords

  • neuroplasticity
  • cortical-subcortical interactions
  • development
  • habit
  • psychopathology
  • intervention
  • regulation
  • cognitive strategies

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Published Papers (1 paper)

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Research

21 pages, 568 KB  
Article
Amotivation and Academic Engagement in Western Romanian University Students: A Conditional Self-Regulation Model with Forethought and Self-Reflection Under Perceived Performance Control
by Alina Roman, Horațiu Catalano, Karla Barth, Cristina Florescu, Mariana Tipei-Voia, Dana Rad, Olga Chiș, Edgar Demeter, Regis Roman, Raluca Șandru and Irina Mihaela Trifan
Brain Sci. 2026, 16(3), 313; https://doi.org/10.3390/brainsci16030313 - 15 Mar 2026
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Abstract
Background/Objectives: Academic engagement plays a central role in students’ learning outcomes and persistence in higher education. However, the mechanisms through which amotivation influences engagement remain insufficiently understood, particularly within conditional self-regulation frameworks. The present study examined a conditional self-regulation model in which amotivation [...] Read more.
Background/Objectives: Academic engagement plays a central role in students’ learning outcomes and persistence in higher education. However, the mechanisms through which amotivation influences engagement remain insufficiently understood, particularly within conditional self-regulation frameworks. The present study examined a conditional self-regulation model in which amotivation predicts academic engagement through forethought and self-reflection under different levels of perceived performance control. Methods: Data were collected from 530 university students from Western Romania. A moderated parallel mediation model (PROCESS Model 59) was estimated to test whether forethought and self-reflection mediate the relationship between amotivation and academic engagement and whether perceived performance control moderates these pathways. Results: The results indicated that amotivation maintained a robust direct association with academic engagement across levels of performance control. Perceived performance control moderated the amotivation–forethought pathway, while self-reflection showed conditional indirect effects depending on control levels. Conclusions: These findings suggest that motivational deficits operate within a context-sensitive regulatory architecture in which control beliefs shape the activation of self-regulatory processes. The results contribute to understanding academic adaptation under motivational constraints and highlight the role of perceived performance control in students’ self-regulation systems. Full article
(This article belongs to the Special Issue Controlling Emotion: Neural Systems and Psychological Strategies)
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