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investigation of relationships between sensitivity to reinforcement traits and emotion dysregulation
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نویسنده
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aghajani mitra ,izadi mahshid ,farrokhi noorali ,hassani fariba
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منبع
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practice in clinical psychology - 2021 - دوره : 9 - شماره : 4 - صفحه:293 -302
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چکیده
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Objective: we investigated the relationship between the reinforcement sensitivity theory(rst) traits and emotion dysregulation signs, including social anxiety, general anxiety, anddepression in students.methods: a total of 189 students of the public universities in tehran were selected byconvenience sampling and answered the patient health questionnaire-9, generalized anxietydisorder scale, social interaction anxiety scale, and punishment sensitivity questionnaire andreward sensitivity. data analysis was done using spss v. 26 software by pearson correlationcoefficient and multiple regression analysis.results: pearson correlation coefficient showed a significant relationship between punishmentand reward sensitivity and symptoms of emotional dysregulation. also, multiple regressionanalysis showed that reward and punishment sensitivity could predict emotion dysregulation.conclusion: punishment hypersensitivity and reward hyposensitivity were higher-order,shared factors for emotion dysregulation signs, including depression, social anxiety, andgeneralized anxiety. these findings emphasize the effect of behavioral activation as a techniqueto increase reward pursuit by the individual and suggested that this technique is able to increasereward-seeking and consequently, improve emotional regulation.
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کلیدواژه
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emotional regulation ,reinforcement ,sensitivity ,student
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آدرس
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islamic azad university, central tehran branch, department of education & counseling, iran, islamic azad university, central tehran branch, faculty of psychology and educational sciences, department of education and counseling, iran, allameh tabataba’i university, faculty of psychology and educational sciences, department of assessment & measurement, iran, islamic azad university, central tehran branch, faculty of psychology and educational sciences, department of general psychology, iran
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پست الکترونیکی
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hassani.fariba@gmail.com
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Authors
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