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Cognitive emotion regulation strategies, alexithymia and dissociation in schizophrenia, a review and meta-analysis

Overview of attention for article published in Clinical Psychology Review, July 2014
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (91st percentile)
  • High Attention Score compared to outputs of the same age and source (81st percentile)

Mentioned by

news
1 news outlet
blogs
1 blog
twitter
5 X users
facebook
1 Facebook page

Readers on

mendeley
367 Mendeley
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Article details
Title
Cognitive emotion regulation strategies, alexithymia and dissociation in schizophrenia, a review and meta-analysis
Published in
Clinical Psychology Review, July 2014
DOI 10.1016/j.cpr.2014.07.002
Pubmed ID
Authors

Ciarán O'Driscoll, Jennifer Laing, Oliver Mason

Abstract

Many individuals with schizophrenia are reported to have maladaptive expression and processing of emotion. This may take the form of conscious and implicit processes. Potential regulatory processes underlying schizophrenia are reviewed. We aimed to estimate effect sizes, potential heterogeneity and publication bias across three areas of measurement: a range of cognitive emotion regulation strategies(1) (CERS), alexithymia and dissociation.

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Timeline Attention over time Attention Score history
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X Demographics

X Demographics

The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 367 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Geographical breakdown
Country Count As %
United States 2 <1%
Canada 2 <1%
Portugal 1 <1%
Spain 1 <1%
Germany 1 <1%
Australia 1 <1%
Unknown 359 98%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 52 14%
Student > Master 49 13%
Researcher 46 13%
Student > Bachelor 41 11%
Student > Doctoral Student 25 7%
Other 60 16%
Unknown 94 26%
Readers by discipline
Readers by discipline Count As %
Psychology 183 50%
Medicine and Dentistry 25 7%
Neuroscience 16 4%
Social Sciences 4 1%
Nursing and Health Professions 4 1%
Other 22 6%
Unknown 113 31%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 18. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 February 2026.
All research outputs
#2,436,671
of 31,701,846 outputs
Outputs from Clinical Psychology Review
#615
of 1,775 outputs
Outputs of similar age
#20,738
of 257,532 outputs
Outputs of similar age from Clinical Psychology Review
#2
of 11 outputs
Altmetric has tracked 31,701,846 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 92nd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 1,775 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 34.2. This one has gotten more attention than average, scoring higher than 65% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 257,532 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 91% of its contemporaries.
We're also able to compare this research output to 11 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 81% of its contemporaries.