Obsessif-kompulsif bozukluk semptomatolojisinin kültürlerarası incelenmesi: din ve dindarlığın rolü
Bibliographic record
Abstract
The main aim of the present study was to better understand the influence of nationality/religious affiliation and degree of religious devoutness on OCD symptoms, more specifically scrupulosity symptoms and beliefs by comparing the Turkish Muslim students with the Canadian Christians who show different degrees of religiosity. To clarify the effect of religiosity on OCD symptomatology, Bible school and Divinity school students were included in the present study as an extreme religious group. Furthermore, the present study was aimed to examine the cross-cultural differences in the prevalence, content, appraisal and control of intrusions, using a structured interview methodology. Religiosity, guilt and scrupulosity scales and interview schedule were adapted into Turkish. The analyses revealed that the psychometric properties of the adapted measurements were satisfactory. Then, the effect of religiosity and religious affiliation on the experience of OCD symptoms, scrupulosity, and OCD relevant beliefs were examined via univariate and multivariate analyses. Results revealed that the effect of religiosity and nationality were significant for general distress. Results also revealed that regardless of nationality, high religious individuals reported higher degree of OCD and scrupulosity symptoms, and dysfunctional obsessive beliefs than low religious ones. The effect of religiosity on OCD and scrupulosity symptoms differed by religious affiliation. High religious Muslim students reported higher degree of compulsions, and fear of God symptoms than high religious Christians. Furthermore, religiosity and nationality affected obsessive beliefs differently. Turkish students reported higher level of perfectionism and intolerance for uncertainty in comparison with Canadian students. These results were supported by subsequent regression analyses. Furthermore, interview data showed that except for the frequency of the intrusions, the content of the intrusions was almost universal, and frequency and distress as a response to intrusions is very low in the normal population. Nationality and degree of religiosity revealed some minor differences in primary and secondary appraisals, and control strategies. These factors were specifically significant for religious and sexual intrusions. Results suggested that the religious affiliation and degree of religiosity may provide content for intrusions, rather being a causal factor. Keywords: Intrusive thoughts, Obsessive-Compulsive Symptoms, Faulty belief domains and appraisal, Religiosity and Religious Affiliation.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.002 | 0.003 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.005 | 0.002 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.016 |
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; both teacher heads agree on what is shown here.
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".