Emptiness, personality dysfunction, and emotion dysregulation: An experience sampling study.
Bibliographic record
Abstract
Investigations of the construct of emptiness often include vague, overlapping, and contradictory operationalizations that have impacted further theoretical and empirical understanding. This includes referring to emptiness as a static, trait-like phenomenon, without measurement of the individual instability that may exist in this experiential state. Furthermore, studies often restrict the examination of emptiness to those with borderline personality disorder, despite research supporting its relationship to other disorders and to personality functioning in general. The present study sought to explore emptiness at both its trait- and state-level determinants utilizing an experience sampling design in 120 community members. Specifically, this study investigated personality dysfunction in both interpersonal and self-domains, identity disturbance, and emotion dysregulation in predicting between-person mean and instability in emptiness, as well as within-person emptiness across a 14-day study period. Results supported strong relationships between within-person sadness and emptiness. Furthermore, mean-level emptiness was associated with both personality dysfunction and identity disturbance, while emptiness instability was additionally associated with emotion dysregulation. Implications for construct clarity are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".