A model of emotion regulation for artistic experience from a psychological perspective 2026W03

A model of emotion regulation for artistic experience from a psychological perspective 2026W03 XIA LONGYANG 2026.1.18 Introduction In discussions surrounding art intervention, "emotional improvement" is often considered a self-evident result. However, from a psychological perspective, emotional changes are not directly triggered by the art activity itself, but rather occur gradually through a series of identifiable psychological processes. Without an understanding of these processes, art intervention easily remains at the experiential level, making it difficult to reliably replicate or reasonably evaluate. Therefore, it is necessary to structurally analyze how art experiences participate in emotion regulation from a psychological perspective. This article attempts to propose a relatively clear model of emotion regulation through art experiences, building upon existing research, to help researchers and practitioners better understand the actual pathways of art intervention. I. The Basic Psychological Framework of Emotion Regulation In psychological research, emotion regulation is generally understood as the process by which an individual identifies, adjusts, and manages their own emotional state. This process is not equivalent to suppressing emotions, but rather involves multi-level psychological operations, including attention allocation, cognitive processing, and behavioral responses. Classical emotion regulation theory posits that emotion regulation can occur at different stages of an emotional response, such as: Before the emotion is aroused During the process of emotion formation After the emotion has been formed The unique aspect of artistic experience is that it often operates simultaneously at multiple stages, rather than in a single phase. II. The Three-Tiered Role of Artistic Experience in Emotion Regulation Based on existing research and practical observations, the role of artistic experience in emotion regulation can be summarized into three interrelated levels. 1. Perception and Attention Level: Reorientation of Emotional Entry Points Artistic activities first act on the perceptual system. Whether visual, auditory, or physical, artistic experiences occupy a certain amount of attentional resources, thereby changing how an individual focuses on internal emotional cues. This shift in attention is not simply "distraction," but a structured reorientation. In focusing on materials, rhythm, or form, individuals temporarily detach themselves from repetitive emotional replays, creating psychological space for emotion regulation. 2. Expression and Symbolism Level: Externalization and Transformation of Emotions Artistic creation allows emotions to be presented through symbolic forms. This presentation does not require accuracy or aesthetics; its core meaning lies in the transformation of emotions from internal experience to external objects. Psychologically, this process helps reduce the subjective intensity of emotions, allowing individuals to observe their own state from a safer distance. This is one of the reasons why artistic intervention is often considered "gentle and low-risk." 3. Reflection and Integration Level: Reconstruction of Emotional Meaning When artistic experiences are reviewed, discussed, or continued, individuals often begin to develop a new understanding of emotions. Emotions are no longer merely experiences to be eliminated, but become interpretable and placed within the context of personal experience. This level of regulation does not occur immediately, but it is crucial for long-term psychological stability. III. Practical Significance of the Art Experience Emotion Regulation Model Viewing the three levels mentioned above as a whole helps practitioners avoid over-expecting or misusing art intervention. From a practical perspective, this model suggests that: The process structure of an art activity is more important than the result. Different groups may benefit at different levels. Emotional changes may be gradual, rather than immediate. For art therapy institutions, this means that art intervention is more suitable as a form of continuous psychological support, rather than a tool for one-off problem-solving. Conclusion Artistic experiences do not directly "cure" emotions, but rather participate in emotion regulation by altering attention patterns, expressive pathways, and meaning-making processes. Only when we understand this process from a psychological perspective can artistic intervention maintain clear boundaries in practice while unleashing its true value. The next article will further discuss the differences in emphasis among different art forms at various levels of emotion regulation to supplement the practical application of this model. Originality Statement This article is an original research piece by Xia Longyang, compiled based on psychological theories and practical experience in art intervention. It is intended solely for academic discussion and professional sharing. Without the author's permission, it may not be reproduced, excerpted, or used for any commercial purpose. Chinese synchronous journals