Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1405
8
1
gregorian
2026
11
1
25
5
online
1
fulltext
fa
نقش میانجی نشخوار فکری و تاب‌آوری در رابطه بین ذهن‌آگاهی با افسردگی و اضطراب در دانش‌آموزان: یک مطالعه توصیفی
The Mediating Role of Rumination and Resilience in the Relationship of Mindfulness and Depression and Anxiety in Students: A Descriptive Study
روانپزشكي
روانپزشكي
پژوهشي
Research
<div><span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">زمینه و هدف:</span></span></span></b> <span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">اختلالات افسردگی و اضطراب از شایع‌ترین مشکلات سلامت روان در دوران نوجوانی هستند و شناسایی متغیرهای زمینه‌ساز و محافظت‌کننده اهمیت دارد. پژوهش حاضر با هدف تعیین نقش میانجی نشخوار فکری و تاب‌آوری در رابطه بین ذهن‌آگاهی با افسردگی و اضطراب در دانش‌آموزان انجام</span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> شد.</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مواد و روش‌ها:</span></span></span></b> <span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">پژوهش توصیفی حاضر از نوع مدل‌سازی معادلات ساختار</span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">ی</span></span></span> <span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">بود. جامعه آماری پژوهش را کلیه</span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> دانش‌آموزان مقطع متوسطه دوم شهرستان نیشابور در سال تحصیلی 1404-1403 </span></span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">تشکیل دادند که 300 نفر به روش نمونه‌گیری </span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">تصادفی خوشه‌ای چندمرحله‌ای </span></span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">انتخاب شدند. ابزار‌ها شامل مقیاس ذهن‌آگاهی نوجوانان </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Brown</span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و همکاران (2011)، مقیاس نشخوار فکری </span></span></span><span dir="LTR" lang="EN-CA" style="font-size:9.5pt"><span style="line-height:120%">Nolen-Hoeksema</span></span><b> </b><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و<b> </b></span></span></span><span dir="LTR" lang="EN-CA" style="font-size:9.5pt"><span style="line-height:120%">Morrow</span></span><b> </b><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">(1991)، مقیاس تاب‌آوری </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Conner</span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Davidson</span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> (2003) و </span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مقیاس </span></span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">پریشانی روان­شناختی </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Lovibond</span></span><b> </b><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Lovibond</span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> (1995) بود. داده‌ها با استفاده از همبستگی </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Pearson</span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و مدل‌یابی معادلات ساختاری تجزیه و تحلیل شدند</span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">.</span></span></span><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">یافته‌ها:</span></span></span></b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> نتایج نشان داد مسیر ذهن‌آگاهی به افسردگی (30/0-=</span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">β</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 001/0></span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) و اضطراب (26/0-=</span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">β</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 001/0></span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) مستقیم و معنی‌دار است. هم‌چنین، نشخوار فکری و تاب‌آوری در رابطه بین ذهن‌آگاهی با افسردگی و اضطراب نقش میانجی معنی‌دار ایفاء کردند؛ به‌طوری‌که اثرات غیرمستقیم ذهن‌آگاهی از طریق نشخوار فکری و تاب‌آوری بر افسردگی (32/0-=</span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">β</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 001/0></span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) و اضطراب (26/0-=</span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">β</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 001/0></span></span></span><span dir="LTR" lang="FR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) معنی‌دار بود.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> طبق یافته‌ها، ذهن‌آگاهی با کاهش نشخوار فکری و ارتقاء تاب‌آوری نقش مهمی در کاهش افسردگی و اضطراب دانش‌آموزان دارد. بنابراین، تمرکز بر کاهش نشخوار فکری و تقویت تاب‌آوری در قالب مداخلات بهداشتی و مشاوره‌ای در مدارس، می‌تواند گامی مؤثر در جهت ارتقاء سلامت روان دانش‌آموزان باشد.</span></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="FA" style="font-size:11.5pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">واژه‌های کلیدی:</span></span></span></b><span dir="RTL" lang="FA" style="font-size:11.5pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> نشخوار فکری، تاب‌آوری، ذهن‌آگاهی، افسردگی، اضطراب، دانش‌آموزان</span></span></span></div>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:140%">Background and Objectives:</span></span></b></a> <span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">Depression and anxiety disorders are among the most common mental health problems in adolescence, and identifying predisposing and protective variables is important. The present study aimed to determine the mediating role of rumination and resilience in the relationship between mindfulness and depression and anxiety in students.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span lang="EN-CA" style="font-size:9.0pt"><span style="line-height:140%">Materials and Methods:</span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">This is a descriptive-correlational study using structural equation modeling. The statistical population of the study consisted of all high school students in Neyshabur in the academic year 2024-2025; among them, 300 students were selected using multistage cluster random sampling. The instruments included the Brown et al. Adolescent Mindfulness Scale (2011), the Nolen-Hoeksema and Morrow Rumination Scale (1991), the Conner and Davidson Resilience Scale (2003), and the Lovibond and Lovibond Psychological Distress Scale (1995). Data were analyzed using Pearson’s correlation and structural equation modeling.</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:140%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Results:</span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">The results showed that the path of mindfulness to depression (β=-0.30, P<0.001) and anxiety (β=-0.26, P<0.001) was direct and significant. Also, rumination and resilience played a significant mediating role in the relationship between mindfulness and depression and anxiety, so the indirect effects of mindfulness through rumination and resilience on depression (β=-0.32, P<0.001) and anxiety (β=-0.26, P<0.001) were significant.</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:140%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Conclusion:</span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">According to the findings, mindfulness plays an important role in reducing depression and anxiety in students by reducing rumination and promoting resilience. Therefore, focusing on reducing rumination and strengthening resilience in the form of health and counseling interventions in schools can be an effective step towards improving students' mental health.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Keywords:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Rumination, Resilience, Mindfulness, Depression, Anxiety, Student</span></span><span lang="EN-CA" style="font-size:9.0pt"><span style="line-height:140%">s</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span lang="EN-CA" style="font-size:9.0pt"><span style="line-height:140%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> This study did not receive any funds.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> None declared.</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:140%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Ethical Considerations (Code of Ethics):</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> The Ethics Committee of Semnan University of Medical Sciences approved the study (IR.SEMUMS.REC.1403.235).</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:140%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Authors’ contributions</span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Conceptualization:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><span style="font-size:9.0pt"><span style="line-height:140%">, Maryam Soleimani</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Methodology:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><span style="font-size:9.0pt"><span style="line-height:140%">, Maryam Soleimani</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Data collection:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Maryam Soleimani</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Formal analysis:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Maryam Soleimani</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Supervision:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><b><span style="font-size:9.0pt"><span style="line-height:140%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Project administration:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><b><span style="font-size:9.0pt"><span style="line-height:140%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Writing – original draft:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><span style="font-size:9.0pt"><span style="line-height:140%">, Maryam Soleimani</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Writing – review & editing:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%"> Mahmoud Najafi</span></span><span style="font-size:9.0pt"><span style="line-height:140%">, Maryam Soleimani</span></span><span style="font-size:9.0pt"><span style="line-height:140%"></span></span></span></span></span></span></span><br>
نشخوار فکری, تاب‌آوری, ذهن‌آگاهی, افسردگی, اضطراب, دانش‌آموزان
Rumination, Resilience, Mindfulness, Depression, Anxiety, Students
463
478
http://journal.rums.ac.ir/browse.php?a_code=A-10-7111-7&slc_lang=fa&sid=1
Maryam
Soleimani
مریم
سلیمانی
mrymsoleimani1379@gmail.com