Leila Alizadeh; Khodamorad Momeni; Hashem Jebraeili
Abstract
Adolescence is a critical stage of life characterized by drastic emotional, social, neurological, and cognitive changes, which expose individuals to a higher risk of injury, including violent crime, addiction, and risky sexual behaviors. The purpose of this study was to examine the relationship between ...
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Adolescence is a critical stage of life characterized by drastic emotional, social, neurological, and cognitive changes, which expose individuals to a higher risk of injury, including violent crime, addiction, and risky sexual behaviors. The purpose of this study was to examine the relationship between brain/behavioral system (behavioral activation / behavioral inhibition), impulsiveness and delay discounting, and its impact on high-risk behaviors in secondary high school girls and boys. Specifically, the study aimed to determine if emotion dysregulation acts as a mediator in the link between these variables and risk behaviors in this age group. A total of 321 male and female students were selected using multi-stage cluster sampling. The scales used in this study included the following: the scales used in this study include Carver & White (1994) Behavioral Activation / Behavioral Inhibition System Scale; Impulsivity Scale Linam (2013); Kirby & Marakwick Money Selection Scale (1996); Kirby, Petri and Bickle (1999); Graz and Roemer Emotion dysRegulation Disorder Scale (2004); Iranian Adolescents Risk Scale Ali Zadeh Mohammadi (2008). In the data analysis, Pearson's correlation method and structural equation modelling were used. The findings revealed that the behavioral activation/inhibition system and emotion dysregulation had a direct impact on high-risk behaviors. Furthermore, the relationship between emotion dysregulation, the behavioral activation/inhibition system, and impulsivity had an indirect influence on high-risk behaviors. The findings of this research suggest that for the reduction of risky behaviors in teenagers, it is important to address emotional regulation, brain/behavioral system and impulsivity. These insights have tangible implications for the educational style adopted for teenagers, as well as for the development of effective intervention strategies.
