الشخصية الحدية في علالاقتها المتبادلة بالجهد العاطفي والشعور بالفخر للالانتماء إلى الجامعة لدى طلبة جامعة القدس المفتوحة  <span class="so-article-trans-title" dir="auto"> Translated title: Relationships between borderline personality, emotional labor and feeling pride in belonging to the university among students at Al- Quds Open University </span>

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الشخصية الحدية في علالاقتها المتبادلة بالجهد العاطفي والشعور بالفخر للالانتماء إلى الجامعة لدى طلبة جامعة القدس المفتوحة Translated title: Relationships between borderline personality, emotional labor and feeling pride in belonging to the university among students at Al- Quds Open University

research-article

Author(s): بركات زياد Ziad Barakat

Publication date (Print): 1 January 2021

Journal: Bethlehem University Journal

Publisher: Pluto Journals

Keywords: الشخصية الحدية, الجهد العاطفي, الفخر بالانتماء, جامعة القدس المفتوحة, Borderline Personality, Emotional Labor and Feeling Pride in Belonging, Al-Quds Open University

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Abstract

هدفت هذه الد ا رسة التعرف إلى العلاقة المتبادلة بين الشخصية الحدية–والتي تتميز بعدم الاستق ا رر في العلاقات بين الأشخاص وفي الصورة الذاتية، والأمزجة، والتحكّم بالاندفاعات–والجهد العاطفي والشعور بالفخر للانتماء إلى الجامعة لدى طلبة جامعة القدس المفتوحة في فرع طولكرم. واعتمدت الد ا رسة المنهج الوصفي الارتباطي التحليلي وطبقت ثلاثة مقاييس لقياس متغي ا رت الد ا رسة على عينة مكونة من) 334 (طالبًا وطالبة من طلبة جامعة القدس المفتوحة فرع طولكرم. أظهرت النتائج أن تقدي ا رت أف ا رد الد ا رسة لاستجاباتهم على مقياسي الشخصية الحدية والجهد العاطفي كانت بمستوى مرتفع، بينما كانت هذه التقدي ا رت بمستوى متوسط على مقياس الشعور بالفخر للانتماء للجامعة. كما بينت النتائج وجود علاقة ارتباطية متبادلة دالة إحصائياً سالبة بين الشخصية الحدية والجهد العاطفي والشعور بالفخر للانتماء للجامعة. وبينت النتائج أيضاً عدم وجود فروق جوهرية بين متوسطات استجابات أف ا رد الد ا رسة على الشخصية الحدية والجهد العاطفي والشعور بالفخر للانتماء للجامعة تبعًا إلى متغيّر الجنس، كما أظهرت النتائج عدم وجود فروق جوهرية بين هذه المتوسطات على الشخصية الحدية والشعور بالفخر للانتماء للجامعة تبعّا إلى المتغيرين: التخصص والتحصيل الأكاديمي، بينما كانت هذه الفروق دالة إحصائيًا على الجهد العاطفي المبذول تبعًا لمتغيري التخصص والتحصيل الأكاديمي لصالح طلبة كلية العلوم التربوية والطلبة من فئة التحصيل المرتفع.

This study aimed to identify the relationship between borderline personality, which is characterized by instability in interpersonal relationships, self-image, temperaments, and impulse control, the emotional labor and the feeling of pride in belonging among university students at Al-Quds Open University, the Tulkarem campus. A descriptive, correlative, analytical approach was used and three scales were applied to measure the study variables on a sample of (334) male and female students. Results showed that the respondents’ estimates of their responses to the scales of borderline personality and emotional labor were at a high level, while these estimates were at an average level on the scale of feeling pride of belonging to the university. The results also showed a negative significant correlation between borderline personality, emotional labor and a feeling of pride in belonging to the university. Moreover, results showed that there were no significant differences between the average responses of the study subjects to the borderline personality, the emotional labor and the feeling of pride of belonging to the university according to the gender variable. Results also showed no significant differences between these averages to the borderline personality and the feeling of pride of belonging to the university according to the specialization and academic achievement variables. However, these differences were statistically significant in emotional labor according to the specialization and academic achievement variables in favor of students of the Faculty of Educational Sciences and high achieving students.

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Author and article information

Journal

Journal ID (doi): 10.2307/j50020020

Journal ID (jcode): bethunivj

Title: Bethlehem University Journal

Publisher: Pluto Journals

ISSN: 2521-3695

ISSN: 2410-5449

Publication date (Print): 1 January 2021

Volume: 38

Issue: ( doiID: 10.13169/bethunivj.38.issue-2021 )

Pages: 41-84

Affiliations

أستاذ علم النفس التربوي، كلية العلوم التربوية، جامعة القدس المفتوحة

Professor of Educational Psychology, Faculty of Educational Sciences, Al-Quds Open University

Article

Publisher ID: bethunivj.38.2021.0041

DOI: 10.13169/bethunivj.38.2021.0041

SO-VID: 4d1c0bbc-529b-4d6b-84bd-deec9d89b406

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ScienceOpen disciplines: Education,Religious studies & Theology,Social & Behavioral Sciences,History,Economics,Life sciences

Keywords: الشخصية الحدية,Al-Quds Open University,الجهد العاطفي,Borderline Personality,جامعة القدس المفتوحة,الفخر بالانتماء,Emotional Labor and Feeling Pride in Belonging

References

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Comments

Comment on this article

[1] Allen, J. (1994). Friends, fairness, fun, and the freedom to choose: Hearing student voices. Journal of Curriculum & Supervision, 10(4), 286-301.

[2] Arhar, J., & Kromrey, J. (2011). Interdisciplinary teaming in the middle level school: Creating a sense of belonging for at-risk middle level students. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.

[3] Athiyaman, A. (2007). Linking student satisfaction and service quality perceptions: the case of university education. European Journal of Marketing, 31(7), 528-540.

[4] Azlin, B., Lotfi, A., Suriati, S., Osman, B., Rosdinom, R., Nik, R., & Nik, J. (2013). Psychiatric comorbidity among community-based, treatment seeking opioid dependents in Klang valley. Sains Malaysiana, 42(3), 417-421.

[5] Barlow, D., & Durand, M. (2015). Abnormal psychology: An integrative approach (7^th ed.). Cengage Learning.

[6] Bond, M,. & Zewig, F. (2018). Defense style and borderline personality disorder. Journal of Personality Disorder, 8(1), 28-31.

[7] Bressert, S. (2018). Borderline personality disorder symptoms. Psych Central. Retrieved on March 28, 2018, from https://psychcentral.com/disorders/borderline-personality-disorder/symptoms/.

[8] Brotheridge, C & Lee, R. (2003). Development and validation of the emotional labor scale. Journal of Occupational and Organizational Psychology, 76, 365-379.

[9] Carr, A. (2017). Borderline defense and Rorschach response. Journal of Personality Assessment, 51(3), 349-354.

[10] Cicchetti, D & Lynch, F. (2009). Patterns of relatedness, depressive symptomatology, and pereceived competence in maltreated children. Journal-of-Consulting and-Clinical-Psychology, 64(1), 32-41.

[11] Cicehetti, D. & Toth, S. (2007). The impact of relatedness with mother on school functioning in maltreated children. Journal-of-School-Psychology, 56(4), 247-66.

[12] Fineman, S. (2006). On being positive: concerns and counterpoints. Academy of Management Review, 31(2), 270-291.

[13] Frías, Á & Palma, C. (2015). Comorbidity between post-traumatic stress disorder and borderline personality disorder. A Review Psychopathology, 48(1), 1-10.

[14] Goleman, D. (2000). Beyond IQ: developing the leadership Competencies of emotional Intelligence. Paper presented of the (2nd) International Competency Conference, London.

[15] Goodwin, R., Groth, M., Fonagy, P., & Frenkel, S. (2016). Relationships between emotional labor, job performance, and turnover. Journal of Vocational Behavior, 79(2), 538-548.

[16] Goodman, R., & Burton, D. (2012). The inclusion of students with BESD in mainstream schools: Teachers' experiences of and recommendations for creating a successful inclusive environment. Emotional & Behavioural Difficulties, 15(3), 223-237.

[17] Grady, K., & Goodenow, C. (2013). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.

[18] Horowitz, M. (2006). Psychotherapy for borderline personality: focusing on object relations. The American Journal of Psychiatry, 163(5), 944-955.

[19] Jakhelln, R. (2014). Early career teachers' emotional experiences and development; A Norwegian case study. Professional Development in Education, 37(2), 275-290.

[20] Kinman, G., Wray, S., Santokh, S., & Strange, C. (2015). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856.

[21] Lin, S. (2000). A Study of the development of emotional labor loading scale. Sun-Yet Management Review, 8(4), 427-447.

[22] Linehan, M. (1993). Cognitive behavioral treatment of borderline personality disorder. Guilford Press.

[23] Lioyd, C., & Harris, K. (2004). Work internification and emotional labor among UK university lecturers: An exploratory study. Organization Studies, 25(7), 1185-1203.

[24] Luthans, F. (2003). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695-706.

[25] Mahari, A. (2006). The legacy of abandonment in borderline personality disorder. Phoenix Rising Publications, ISBN 1-4276-1453-9.

[26] Morris, J., & Feldman, D. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 9(3), 257-275.

[27] Rafaeli, A., & Sutton, R. (2014). Expression of emotion as part of the work role. Academy of Management Review, 12(1), 23-37.

[28] Rebecca, C. (2015). Borderline personality disorder. New York: Guilford Press Inc.

[29] Santokh, S. (1996). Belongingness and mental health cross cultural sex and material differences. Manas Psycinfo, 40-09151.

[30] Santokh S. (2007). Belongingness and mental health: A cross-cultural study of Belongingness anxiety and self sufficiency. Acta Psychologica (Amsterdam), Psycinfo, 46-14414.

[31] Santokh S. (2009). Belongingess and socialization: A developmental theory of belongingness. Psychologia: An international Journal of Psychology in the Orient - psycinfo, 48-10608.

[32] Schutte, N., Lee, S., Zentall, S., & Thornton, T. (1998). Development and validation of a measure of emotional intelligence. Personality & Individual Differences,, 25(2), 167-177.

[33] Shapiro, T. (2018). Psychoanalytic classification and empiricism with borderline personality disorder as a model. Journal of Consulting & Clinical Psychology, 57(2), 187-191.

[34] Shawn, D. (2013). Educating the reflective practitioner: Toward a new design for teaching 359 and learning in the professions. Jossey-Bass Inc.

[35] Sonnenblick, D. (1997). The GALLS Club: Promoting belonging among at-risk adolescent girls. School-Counselor, 44(3), 243-245.

[36] Tews, M. & Glomb, T. (2000). The feeling at work scale: Theoretical basis, development of the instrument, and preliminary validity testing. Paper presented at the second Conference on Emotions and Organizational Life, Toronto.

[37] Timothy A. (2009). Is emotional labor more difficult for some than for others?: A multilevel, experience-sampling study. Personnel Psychology, 1(62), 57-88.

[38] Ursano, R., & Fullerton, C. (2004). Acute stress disorder, posttraumatic stress disorder, and depression in disaster or rescue workers. American Journal Psychiatry, 161(8), 1370-6.

[39] Wenger, L. (2011). Books for building circles of courage belonging. Reclaiming Children-and-Youth. Journal of Emotional & Behavioral Problems, 7(3), 179-181.

[40] World Health Organization (W.H.O) (1992). The ICD-10 classification of mental and behavioural disorders: Clinical descriptions and diagnostic guidelines. Geneva, Switzerland: World Health Organization.

[41] Vinocur, D. (2005). Mental representations, interpersonal functioning and childhood trauma in personality disorders. Long Island University: The Brooklyn Center, AAT 3195364.

[42] Zeigler, V., & Abraham, P. (2006). Borderline personality features: Instability of self-esteem and affect. Journal of Social & Clinical Psychology, 25(6), 668-687.