Journal of Rafsanjan University of Medical Sciences
Volume 25, Issue 5 (11-2026)
JRUMS 2026, 25(5): 463-478 |
Back to browse issues page
Ethics code: IR.SEMUMS.REC.1403.235
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Soleimani M, Najafi M. The Mediating Role of Rumination and Resilience in the Relationship of Mindfulness and Depression and Anxiety in Students: A Descriptive Study. , JRUMS. 2026; 25 (5) :463-478
URL: http://journal.rums.ac.ir/article-1-8021-en.html
URL: http://journal.rums.ac.ir/article-1-8021-en.html
Semnan University
Abstract: (148 Views)
Background and Objectives: 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.
Materials and Methods: 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.
Results: 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.
Conclusion: 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.
Keywords: Rumination, Resilience, Mindfulness, Depression, Anxiety, Students
Funding: This study did not receive any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Semnan University of Medical Sciences approved the study (IR.SEMUMS.REC.1403.235).
Authors’ contributions
- Conceptualization: Mahmoud Najafi, Maryam Soleimani
- Methodology: Mahmoud Najafi, Maryam Soleimani
- Data collection: Maryam Soleimani
- Formal analysis: Maryam Soleimani
- Supervision: Mahmoud Najafi
- Project administration: Mahmoud Najafi
- Writing – original draft: Mahmoud Najafi, Maryam Soleimani
- Writing – review & editing: Mahmoud Najafi, Maryam Soleimani
Materials and Methods: 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.
Results: 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.
Conclusion: 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.
Keywords: Rumination, Resilience, Mindfulness, Depression, Anxiety, Students
Funding: This study did not receive any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Semnan University of Medical Sciences approved the study (IR.SEMUMS.REC.1403.235).
Authors’ contributions
- Conceptualization: Mahmoud Najafi, Maryam Soleimani
- Methodology: Mahmoud Najafi, Maryam Soleimani
- Data collection: Maryam Soleimani
- Formal analysis: Maryam Soleimani
- Supervision: Mahmoud Najafi
- Project administration: Mahmoud Najafi
- Writing – original draft: Mahmoud Najafi, Maryam Soleimani
- Writing – review & editing: Mahmoud Najafi, Maryam Soleimani
Type of Study: Research |
Subject:
روانپزشكي
Received: 2026/06/13 | Accepted: 2026/09/19 | Published: 2026/11/19
Received: 2026/06/13 | Accepted: 2026/09/19 | Published: 2026/11/19
References
1. Ameri N, Najafi M. Structural relationships of emotional inadequacy and tendency to risky behaviors in adolescents: the mediating role of psychological flexibility. Journal of Psychology 2024; 2(28): 142-51. [Farsi]
2. Yang X, Fang Y, Wang Y, Liu S, Cai J, Li H, et al. Multidimensional stressors and depressive and anxiety symptoms in adolescents: A network analysis through simulations. Journal of Affective Disorders 2024; 347: 364-74.
3. Ramdhonee‐Dowlot K, Balloo K, Morgül E, Essau CA. Prevalence of anxiety and depression among children and adolescents in low‐and middle‐income Countries-A systematic review. Psychiatric research and Clinical Practice 2025; 7(4): 218-43.
4. Wang Z, Dou Y, Yang X, Guo X, Ma X, Zhou B, et al. Global, regional, and national burden of mental disorders among adolescents and young adults, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021. Translational Psychiatry 2025; 15(1): 397.
5. WHO. International Classification of Diseases for Mortality and Morbidity Statistics (11th Revision). 2018.
6. Bazargan M, Dehghani A, Ramezani MA, Ramezani A. Prevalence of depression among Iranian children and adolescents: An updated systematic review and meta‐analysis. Health Science Reports 2023; 6(10): e1584.
7. Mohammadi MR, Ahmadi N, Khaleghi A, Mostafavi SA, Kamali K, Rahgozar M, et al. Prevalence and correlates of psychiatric disorders in a national survey of Iranian children and adolescents. Iranian Journal of Psychiatry 2019; 14(1): 1-15.
8. Gorman EL, Burke HH, Rubino LG, Vargas I, Haeffel GJ. Teasing apart the effect of depression specific and anxiety specific symptoms on academic outcomes. Klinicheskaia i spetsial'naia psikhologiia= Clinical Psychology and Special Education 2020; 9(3): 91-104.
9. Carneiro BD, Pozza DH, Costa-Pereira JT, Tavares I. Mindfulness in mental health and psychiatric disorders of children and adolescents: A systematic review and meta-analysis of randomized controlled trials. Pediatric Reports 2025; 17(3): 59.
10. Ameri N, Najafi M. Modeling Readiness and Eagerness for Treatment based on Mindfulness with the Mediating Role of Decentralization and Feelings of Inferiority in Substance-Dependent Individuals Undergoing Methadone Maintenance Treatment. Quarterly Journal of Health Psychology 2026; 14(56): 95-114. [Farsi]
11. Fulambarkar N, Seo B, Testerman A, Rees M, Bausback K, Bunge E. Meta‐analysis on mindfulness‐based interventions for adolescents' stress, depression, and anxiety in school settings: A cautionary tale. Child and Adolescent Mental Health 2023; 28(2): 307-17.
12. Eivaznezhad Firouzsalari A, Narimani M, Basharpoor S, Mousavi SM. Effectiveness of the learning to BREATHE mindfulness curriculum on adolescent psychological outcomes: a systematic review. J Child Ment Health 2026; 12(4): 84-100. [Farsi]
13. Zimmer‐Gembeck MJ, Clear SJ, Campbell SM. Peer relationships and stress: Indirect associations of dispositional mindfulness with depression, anxiety and loneliness via ways of coping. Journal of Adolescence 2021; 93(1): 177-89.
14. Gu J, Strauss C, Bond R, Cavanagh K. How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical Psychology Review 2015; 37: 1-12.
15. Michl LC, McLaughlin KA, Shepherd K, Nolen-Hoeksema S. Rumination as a mechanism linking stressful life events to symptoms of depression and anxiety: longitudinal evidence in early adolescents and adults. Journal of Abnormal Psychology 2013; 122(2): 339-52.
16. Nolen-Hoeksema S, Wisco BE, Lyubomirsky S. Rethinking rumination. Perspectives on Psychological Science 2008; 3(5): 400-24.
17. Ameri N, Najafi M, Babaei J. Structural Relationships of Intolerance of Uncertainty and Risky Behaviors in Adolescents: The Mediating Role of Decentering and Rumination. Journal of Psychological Studies 2026; 22(2): 93-108. [Farsi]
18. Ćavar Mišković F, Milas G. Mindfulness reduces adolescent depression through stress appraisal and cognitive reactivity: evidence from a four-wave longitudinal study. Medicina 2025; 61(7): 1154.
19. Wei S, Qin W, Yu Z, Cao Y, Li P. The effectiveness of mindfulness-based cognitive therapy on rumination and related psychological indicators: a systematic review and meta-analysis. BMC Psychology 2025; 13(1): 968.
20. Hilt LM, Swords CM, Webb CA. Randomized controlled trial of a mindfulness mobile application for ruminative adolescents. Journal of Clinical Child & Adolescent Psychology 2025: 54(1): 99-112.
21. Thorvaldsen S, Hansen KT, Forsberg JT. Children and adolescents weathering the storm: Resilience in the presence of bullying victimization, harassment, and pandemic lockdown in northern Norway. Scandinavian Journal of Psychology 2024; 65(4): 735-46.
22. Farchi MU, Peled-Avram M. The ART of resilience: a theoretical bridge across resilience perspectives. Frontiers in Psychology 2025; 16: 1556047.
23. Karimi S, Mottaghi S, Moradi A. The effectiveness of mindfulness-based therapy in improving resilience and reducing the clinical symptoms of adolescents with post-traumatic stress disorder due to sexual harassment: A single-subject study. Clinical Psychology Studies 2022; 13(46): 93-130. [Farsi]
24. Rahimpour S, Arefi M, Manshaii GR. The effectiveness of mixed method of time perspective and mindfulness education on resilience and wisdom. Positive psychology research 2021; 7(1): 35-52. [Farsi]
25. Luo S, Hu J, Zhang J, Mei Z, Tang Z, Luo S. The correlation between resilience and mental health of adolescents and young adults: a systematic review and meta-analysis. Frontiers in Psychiatry 2025; 16: 1536553.
26. Shi K, Feng G, Huang Q, Ye M, Cui H. Mindfulness and negative emotions among Chinese college students: chain mediation effect of rumination and resilience. Frontiers in Psychology 2023; 14: 1280663.
27. Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics. Boston, MA: Pearson; 2007. p. 25-34.
28. Lovibond PF, Lovibond SH. The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy 1995; 33(3): 335-43.
29. Ameri N, Najafi M. The mediating role of psychological distress (stress, anxiety, and depression) in the relationship between experiential avoidance and obsessive-compulsive symptoms. Psychol Stud 2021; 17(4): 11-31. [Farsi]
30. Brown KW, West AM, Loverich TM, Biegel GM. Assessing adolescent mindfulness: validation of an adapted Mindful Attention Awareness Scale in adolescent normative and psychiatric populations. Psychological Assessment 2011; 23(4): 1023.
31. Mohsenabadi H, Shabani MJ, Zanjani Z. Factor structure and reliability of the mindfulness attention awareness scale for adolescents and the relationship between mindfulness and anxiety in adolescents. Iran J Psychiatry Behav Sci 2019; 13(1): e64097.
32. Nolen-Hoeksema S, Morrow J. A prospective study of depression and posttraumatic stress symptoms after a natural disaster: the 1989 Loma Prieta Earthquake. Journal of Personality and Social Psychology 1991; 61(1): 115.
33. Erdur-Baker Ö, Bugay A. The short version of ruminative response scale: reliability, validity and its relation to psychological symptoms. Procedia-Social and Behavioral Sciences 2010; 1(5): 2178-81.
34. Bagherinejad M, Salehi Fadardi J, Tabatabaei SM. The relationship between rumination and depression in a sample of Iranian university of students. Research in Clinical Psychology and Counseling 2010; 11(1): 21-38. [Farsi]
35. Connor KM, Davidson JRT. Development of a New Resilience Scale: The Connor–Davidson Resilience Scale (CDRISC). Depression and Anxiety 2003; 18(9): 76-82.
36. Mohammadi M. Factors influencing resiliency in at risk substance abusers. Dissertation for the degree of Doctorate of Philosophy in Clinical Psychology. Tehran: University of Welfare and Rehabilitation 2005; 44-84. [Farsi]
37. Blunch NJ. Introduction to structural equation modeling using IBM SPSS Statistics and EQS. London: SAGE Publications; 2015. p. 360.
38. Widhiarso W, Sumintono B. Examining response aberrance as a cause of outliers in statistical analysis. Personality and Individual Differences 2016; 98: 11-5.
39. Sanjari S, Tavan A, Abbasi H, Salajegheh A, Mohammadi Soliemani MR. Development and Psychometric Evaluation of the Tehran Adolescent Aggression Scale: A Mixed-Methods Study. Iran J Psychiatry Behav Sci 2025; 619(4): e153646.
40.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |