The role of brain inhibition/activation systems (BIS/BAS) in impulsivity with a mediating role of emotion dysregulation in female vocational school teenagers with borderline personality disorder

Background: The behavioral inhibition system (BIS) and behavioral activation system (BAS), which primarily underlie emotions and behaviors, are associated with borderline personality disorder. However, the reasons behind these associations in adolescents require further exploration. Aims: The present study aimed to investigate the role of brain inhibition/activation systems (BIS/BAS) in impulsivity with a mediating role of emotion dysregulation in female vocational school teenagers with borderline personality disorder. Methods: The current descriptive-correlational study was conducted on a statistical population of all female students of technical vocational schools with borderline personality disorder in District 5 of Tehran. Thus, 176 female students of technical and vocational schools were selected through purposive sampling. Data collection tools included the Borderline Personality Scale (STB) by Jackson and Claridge (1991), Behavioral Inhibition System (BIS)/ Behavioral Activation System (BAS) questionnaire developed by Carver and White (1994), Barrett impulsiveness scale (2004), and Gratz and Roemer's Emotion Dysregulation Scale (2004). Data were analyzed by structural equation modeling with Smart PLS software using the Partial Least Square method. Results: According to the results, the indirect effect of brain activation/inhibition systems on impulsivity with the mediating role of emotion dysregulation was 0.523 and significant at the 0.05 level (p< 0.05). The direct effect of brain systems on emotion dysregulation and impulsivity was 0.436 and 0.463, respectively, which was significant at the 0.05 level (p< 0.05). The direct effect of emotion dysregulation on impulsivity was 0.524 and significant at the 0.05 level (P< 0.05). Conclusion: As shown in this study, there was a significant relationship between the sensitivity of brain systems in emotion dysregulation and subsequently impulsivity. Thus, impulsivity-prone teenagers and students should be identified to provide them with preventive interventions (e.g., coping strategies and strengthening protective factors such as individual, social, and family support).