مقایسه‌ سیستم ‌های مغزی - رفتاری (bas-bis) و تمایزیافتگی ‌خود بین دانش‌آموزان دختر ورزشکار و غیرورزشکار مقطع متوسطۀ دوم

هدف: هدف این مطالعه، مقایسه‌ سیستم های مغزی-رفتاری و تمایزیافتگی خود بین دانش آموزان دختر ورزشکار و غیرورزشکار بود. مواد و روش ها: پژوهش از نوع علّی-مقایسه ای بود و جامعه‌ آماری پژوهش شامل همه دانش آموزان دختر مقطع متوسطه دوره‌ دوم شهر اردبیل بود (تعداد=7477). تعداد 200 نفر به روش نمونه گیری تمام شمار برای ورزشکاران و تصادفی خوشه ای چندمرحله ای برای غیرورزشکاران، انتخاب شده و در دو گروه جایگزین شدند. ملاک انتخاب دانش آموزان ورزشکار، داشتن مقام، حداقل در مسابقات استانی و سه سال سابقه فعالیت ورزشی منظم با حداقل سه جلسه تمرین در هفته بود. برای گردآوری اطلاعات از پرسش‌نامه های استاندارد تمایز یافتگی اسکورون و فریدلندر (1998) و مقیاس سیستم های مغزی/رفتاری کارور و وایت (1994) استفاده شد. یافته ها: نتایج تحلیل واریانس چندمتغیره (مانوا) نشان داد که دختران ورزشکار در مقایسه با غیرورزشکاران، سیستم فعال ساز رفتاری غالب و فعال تری داشتند و میزان تمایزیافتگی در گروه ورزشکار بیشتر از گروه غیرورزشکار بود. نتیجه گیری: با توجه به نتایج پژوهش، به نظر می رسد سیستم های مغزی و رفتاری و میزان تمایز یافتگی با سطح مشارکت ورزشی مرتبط است؛ بنابراین شناخت این مفاهیم می تواند مولفه‌های مناسبی در تحلیل های روان‌شناختی و عملکردی ورزشی افراد باشد.

comparison of brain-behavioral systems (bas - bis) and differentiation of self between female athletes and non-athletes in secondary school

background and purposein the world of sports, in addition to physical and tactical preparation, psychological and personality characteristics are considered influencing factors on the optimal performance of athletes. athletes at different skill and readiness levels exhibit varying personality traits, and the difference between successful and unsuccessful athletes may lie in these traits. for this reason, many personality theorists have sought to predict individuals’ success and behavior by understanding their personality traits. self-differentiation is a psychological construct that provides the necessary foundation for social-relational adjustment. differentiation involves an intrapersonal capacity to differentiate between thoughts and feelings, as well as an interpersonal ability to maintain independence within deep relationships with significant people in life.on the other hand, based on the theory of sensitivity to reinforcement (rst), many observed individual differences in personality and psychological characteristics originate from two major and minor brain systems (bis and bas). the activity and predominance of each of these systems in a person lead to different emotional states, coping methods, actions, and reactions. the results of psychological and neurophysiological studies have shown that regular exercise plays an essential role in improving brain and cognitive performance, and the reactions shown by athletes contain important information about the psychological processes in the brain. therefore, considering the principle of individual differences in psychological categories and the orientation of reinforcement theory in explaining these differences in brain structures, and the lack of studies in this field, it is necessary to carry out research for a better understanding of the issue. the aim of this study was to compare brain-behavioral systems and self-differentiation between female students who are athletes and non-athletes.material and methods this research falls within the category of applied research and is a causal-comparative study. the statistical population consisted of all female high school students in ardabil (n=7477). the criterion for selecting student-athletes was having at least a provincial-level title and three years of regular sports activity with at least three training sessions per week. all eligible student-athletes (n=100) who met the necessary criteria and 100 non-athlete students were randomly selected using a multi-stage cluster sampling method and assigned to two groups. to gather data, the standardized self-differentiation questionnaire by skoron and fridlander (1998) and carver and white’s (1994) behavioral inhibition system/behavioral activation system scale were used. the self-differentiation questionnaire consists of 46 questions and four subscales: emotional reactivity, i-position, emotional cutoff, and fusion with others. the behavioral inhibition system/behavioral activation system questionnaire has 24 questions and includes two subscales: behavioral inhibition system (bis) and behavioral activation system (bas). the response scale of both questionnaires was likert type. the validity of the questionnaires was evaluated and confirmed using the opinions of some sports experts. in the present study, cronbach’s alpha coefficient for the self-differentiation questionnaire was 0.78. for the subscales of emotional reactivity, it was 0.73, 0.75, 0.75, and 0.80, respectively. cronbach’s alpha coefficients for the behavioral activation system and behavioral inhibition system were 0.77 and 0.76, respectively, indicating high internal consistency of the questionnaire items. based on the results of the kolmogorov-smirnov test and due to the normal distribution of the data and the fulfillment of some necessary assumptions, the multivariate analysis of variance (manova) test was used to analyze the data.