پیش‌بینی نشخوار فکری بر اساس فرایندهای شناختی و شناختی-هیجانی: نقش انعطاف‌پذیری شناختی، طرحواره‌های هیجانی و خودکارآمدی تنظیم هیجانی در دانشجویان دختر

نویسندگان
مجتبی پورآقا
سامره اسدی مجره
چکیده
پژوهش حاضر با هدف پیش‌بینی نشخوار فکری بر اساس فرایندهای شناختی و شناختی-هیجانی، با تأکید بر نقش انعطاف‌پذیری شناختی، طرحواره‌های هیجانی و خودکارآمدی تنظیم هیجانی در دانشجویان دختر انجام شد. این پژوهش از نوع توصیفی-همبستگی با طرح پیش‌بین بود. جامعه آماری شامل تمامی دانشجویان دختر دانشگاه آزاد اسلامی واحد رشت در نیمسال دوم سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که از میان آنان، ۴۰۰ نفر به روش نمونه‌گیری در دسترس انتخاب شدند. داده‌ها با استفاده از مقیاس طرحواره‌های هیجانی لیهی، پرسشنامه انعطاف‌پذیری شناختی دنیس و وندر وال، مقیاس خودکارآمدی تنظیم هیجانی حسین‌چاری و همکاران و پرسشنامه نشخوار فکری نولن-هوکسما و مارو گردآوری شد. تحلیل داده‌ها با استفاده از ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه گام‌به‌گام انجام گرفت. یافته‌ها نشان داد بین طرحواره‌های هیجانی و نشخوار فکری رابطه مثبت و معنادار و بین انعطاف‌پذیری شناختی و خودکارآمدی تنظیم هیجانی با نشخوار فکری رابطه منفی و معنادار وجود دارد . همچنین، نتایج رگرسیون گام‌به‌گام نشان داد مؤلفه‌های کنترل، احساس گناه، ادراک گزینه‌های جایگزین، ساده‌انگاری هیجان‌ها، سرزنش دیگران و فقدان کنترل، در مجموع ۶۱ درصد از واریانس نشخوار فکری را تبیین می‌کنند و مؤلفه کنترل، به‌عنوان یکی از ابعاد انعطاف‌پذیری شناختی، قوی‌ترین پیش‌بین نشخوار فکری بود. در مجموع، یافته‌ها نشان می‌دهد که فرایندهای شناختی و شناختی-هیجانی در تبیین نشخوار فکری نقش اساسی دارند و متغیرهای مرتبط با کنترل شناختی، پردازش هیجان و خودکارآمدی تنظیم هیجانی از مهم‌ترین پیش‌بین‌های این فرایند محسوب می‌شوند. بر این اساس، تقویت انعطاف‌پذیری شناختی، اصلاح طرحواره‌های هیجانی ناکارآمد و ارتقای خودکارآمدی تنظیم هیجانی می‌تواند به‌عنوان محور مداخلات شناختی و شناختی-رفتاری در کاهش نشخوار فکری و ارتقای سلامت روان دانشجویان مورد توجه قرار گیرد.
کلیدواژه‌ها
نشخوار فکری
انعطاف‌پذیری شناختی
طرحواره‌های هیجانی
خودکارآمدی تنظیم هیجانی
فرایندهای شناختی

عنوان مقاله English

Predicting Rumination Based on Cognitive and Cognitive-Emotional Processes: The Role of Cognitive Flexibility, Emotional Schemas, and Emotion Regulation Self-Efficacy among Female University Students

نویسندگان English

mojtaba pooragha
samereh Asadi Majareh
چکیده English

The present study aimed to predict rumination based on cognitive and cognitive-emotional processes, with particular emphasis on the roles of cognitive flexibility, emotional schemas, and emotional self-efficacy among female university students. This descriptive-correlational study employed a predictive research design. The statistical population consisted of all female students at the Rasht Branch of Islamic Azad University during the second semester of the 2024–2025 academic year, from whom 400 participants were selected through convenience sampling. Data were collected using the Leahy Emotional Schema Scale (LESS), the Cognitive Flexibility Inventory (CFI) developed by Dennis and Vander Wal, the Emotional Self-Efficacy Scale developed by Hosseinchari et al., and the Ruminative Responses Scale (RRS) developed by Nolen-Hoeksema and Morrow. Data analysis was conducted using Pearson's correlation coefficient and stepwise multiple regression analysis. The findings indicated a significant positive relationship between emotional schemas and rumination, whereas cognitive flexibility and emotional self-efficacy were significantly and negatively associated with rumination . Furthermore, the results of the stepwise regression analysis revealed that the components of control, guilt, perception of alternative options, simplification of emotions, blaming others, and lack of control jointly explained 61% of the variance in rumination. Among these variables, the control component, as a dimension of cognitive flexibility, emerged as the strongest predictor of rumination. Overall, the findings suggest that cognitive and cognitive-emotional processes play a fundamental role in explaining rumination, and that variables related to cognitive control, emotional processing, and emotional self-efficacy are among its most important predictors. Accordingly, enhancing cognitive flexibility, modifying maladaptive emotional schemas, and strengthening emotional self-efficacy may serve as key targets for cognitive and cognitive-behavioral interventions aimed at reducing rumination and promoting the mental health of university students.

کلیدواژه‌ها English

Rumination
Cognitive Flexibility
Emotional Schemas
Emotion Regulation Self-Efficacy
Cognitive Processes
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