{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,15]],"date-time":"2026-01-15T01:01:39Z","timestamp":1768438899298,"version":"3.49.0"},"reference-count":47,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2018,2,5]],"date-time":"2018-02-05T00:00:00Z","timestamp":1517788800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Santander Postgraduate Internalisation Grant"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["British J Clinic Psychol"],"published-print":{"date-parts":[[2018,9]]},"abstract":"<jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>\n                      Emotion goals lie at the heart of emotion regulation, as people have to first decide what emotions they want to feel before engaging in emotion regulation. Given that children with Asperger's syndrome (\n                      <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                      ) are characterized by exhibiting difficulties in emotion regulation, studying whether they display similar or different emotion goals compared to typically developing (\n                      <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                      ) children may provide insightful information.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Thirty\n                      <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                      and 30\n                      <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                      children (10\u201312\u00a0years) reported about their general (i.e., how they want to feel in general) and contextualized (i.e., how they want to feel when confronting vs. collaborating with someone) emotion goals, and about their difficulties in emotion regulation through questionnaires.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Results showed that both groups did not differ in their general emotional goals and in their contextualized emotion goals for happiness for collaboration and anger for confrontation.\n                      <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                      children only differed from\n                      <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                      children in a higher preference for sadness for collaboration and happiness for confrontation. These emotion goals predicted their difficulties to engage in goal\u2010directed behaviour.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The obtained results support the need to further study emotion goals as an aspect of emotion dysregulation, namely the difficulties to engage in goal\u2010directed behaviour when experiencing different emotions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Practitioner points<\/jats:title>\n                    <jats:p>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>\n                            <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                            and\n                            <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                            children did not differ in their general emotion goals.\n                          <\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>\n                            <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                            and\n                            <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                            children did not vary in their preferences for happiness for collaboration and anger for confrontation.\n                          <\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>\n                            <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>\n                            children only differed in a higher preference for sadness for collaboration and happiness for confrontation.\n                          <\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Understanding emotion goals might help practitioners to develop better interventions.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjc.12173","type":"journal-article","created":{"date-parts":[[2018,2,5]],"date-time":"2018-02-05T05:02:38Z","timestamp":1517806958000},"page":"274-290","source":"Crossref","is-referenced-by-count":8,"title":["Emotional preferences and goals and emotion dysregulation in children with Asperger's syndrome and typically developing children"],"prefix":"10.1111","volume":"57","author":[{"given":"Bel\u00e9n","family":"L\u00f3pez\u2010P\u00e9rez","sequence":"first","affiliation":[{"name":"Department of Psychology Liverpool Hope University UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tamara","family":"Ambrona","sequence":"additional","affiliation":[{"name":"Department of Education Universidad Autonoma de Madrid Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michaela","family":"Gummerum","sequence":"additional","affiliation":[{"name":"School of Psychology Plymouth University UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2018,2,5]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Multiple regression: Testing and interpreting interactions","author":"Aiken L. 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