مقایسه تنظیم شناختی-هیجان، کارکردهای اجرایی و تکانشگری در افراد مبتلا به اختلال شخصیت مرزی و عادی

بابک کشوری, غلامرضا ثناگوی محرر

چکیده


355

زمینه و هدف: شخصیت مرزی سبب ایجاد مشکلاتی در تنظیم هیجان، کارکردهای اجرایی و ایجاد تکانشگری در دانشجویان می گردد. هدف پژوهش حاضر، مقایسه تنظیم شناختی-هیجان، کارکردهای اجرایی و تکانشگری در دانشجویان دارای شخصیت مرزی و عادی بود.

روش و مواد: پژوهش حاضر از نوع پس رویدادی (علی- مقایسه ای) بود. جامعه آماری شامل دانشجویان دانشگاه های آزاد اسلامی شهر تهران در نیمسال دوم تحصیلی 96-1395 بود که 250 نفر با روش نمونه گیری در دسترس انتخاب شدند. داده ها به کمک پرسشنامه های آزمون توانایی های شناختی، تکانشگری، آزمون شخصیت مرزی و پرسشنامه تنظیم هیجانی به دست آمد. تجزیه و تحلیل داده ها با استفاده از تحلیل واریانس چند متغیره و با کمک نرم افزار SPSS-18 انجام شد.

یافته ها: میانگین (انحراف معیار) سن گروه شخصیت مرزی (7/4) 1/22 و گروه عادی (1/5) 6/21 سال بود. نمره تکانشگری در گروه دانشجویان دارای شخصیت مرزی با میانگین (انحراف معیار) (1/3) 8/14 بالاتر از گروه عادی، (4/3) 8/10 بود (001/0>P). در گروه عادی، نمرات مؤلفه های تنظیم شناختی هیجان شامل پذیرش (5/2) 4/16، ارزیابی مجدد مثبت (1/2) 9/15، تمرکز مجدد مثبت (3/2) 6/10، تمرکز مجدد بر برنامه ریزی (5/2) 2/13 و دیدگاه گیری (1/4) 1/13 به ترتیب بالاتر از پذیرش (1/3) 6/11، ارزیابی مجدد مثبت (5/2) 6/9، تمرکز مجدد مثبت (1/2) 5/7، تمرکز مجدد بر برنامه ریزی (1/2) 6/8 و دیدگاه گیری (1/4) 1/10 در گروه دانشجویان دارای شخصیت مرزی بود (001/0>P). همچنین کارکردهای اجرایی در گروه عادی (5/2) 1/13 بالاتر از گروه شخصیت مرزی (6/2) 2/8 بود (001/0>P).

نتیجه گیری: مطالعه نشان داد تکانشگری و سبک های تنظیم شناختی هیجان ناسازگار در دانشجویان گروه دارای شخصیت مرزی از دانشجویان عادی بالاتر بود و نمره های کارکردهای اجرایی و سبک های تنظیم هیجان شناختی سازگار در دانشجویان گروه عادی از دانشجویان دارای شخصیت مرزی بالاتر بود.

Abstract

Background and Objective: Borderline personality gives rise to problems in emotion regulation, impulsivity and executive functions among students. The purpose of this study was to compare cognitive-emotional regulation, executive functions and impulsivity among students with borderline personality and their peers as control group.

Materials and Methods: The present study was of post-event causal-comparative design. The statistical population consisted of students from Islamic Azad Universities in Tehran during the second half of the academic year 2016-2017, among whom 250 students were selected using convenience sampling method. Data were collected through Cognitive Ability Test, Dickman Impulsivity Test, and Borderline Personality and Emotional Regulation Questionnaire. Data were analyzed using multivariate analysis of variance by SPSS-18 software.

Results: The mean (SD) age of students with borderline personality was 22.1 (4.7) and the control group 21.6 (5.1). The mean (SD) impulsivity score among students with borderline personality was 14.8 (3.1) which was higher than the control group with a mean of 10.8 (3.4) (P<0.0001). In the control group, the mean (SD) acceptance score was 16.4 (2.5), positive revaluation 15.9 (2.1), positive re-focusing 10.6 (2.3), re-focusing on planning 13.2 (2.5) and reviewing 13.1 (4.1) which were higher than the mean (SD) score of acceptance 11.6 (3.1), positive revaluation 9.6 (2.5), positive re-focusing 7.5 (2.1), the re-focus on planning is 8.6 (2.1) and the reviewing is 10.1 (4.1) of the students with borderline personality (P<0.0001). In addition, the mean (SD) score of executive functions in the control group was 13.1 (2.5) which was higher than the borderline personality group with a mean (SD) score of 8.2 (2.6) (P<0.0001).

Conclusion: The study showed that the level of impulsiveness and cognitive adjustment styles of incompatible excitement was higher among students with borderline personality disorder compared to the control group. The score of executive functions and adaptive emotional adjustment styles was higher among the control group than students with borderline personality disorder.

Keywords: Cognitive-emotional regulation; Executive functions; Impulsivity; Borderline personality disorder.


موضوع


تنظیم شناختی هیجان، کارکردهای اجرایی، تکانشگری، شخصیت مرزی

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DOI: https://doi.org/10.22037/ch.v6i1.20747

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