اثربخشی آموزش مبتنی بر تنظیم هیجان و ذهن‌آگاهی بر نشخوار ذهنی در دانش‌آموزان دختر دارای عملکرد تحصیلی پایین
محورهای موضوعی : زن و خانواده
رقیه مهربان
1
(دانشجوی دکتری روانشناسی تربیتی، واحد تبریز ، دانشگاه آزاد اسلامی ، تبریز، ایران)
سیدداوود حسینی نسب
2
(استاد گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران (نویسنده مسئول) d.hosseininasab@iaut.ac.ir)
مرضیه علیوندی وفا
3
(استادیار گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران)
کلید واژه: آموزش ذهن آگاهی, نشخوار ذهنی, آموزش تنظیم هیجان,
چکیده مقاله :
هدف از این تحقیق، بررسی مقایسه‌ای اثربخشی آموزش ذهن آگاهی و آموزش تنظیم هیجان بر نشخوار ذهنی دانش‌آموزان دختر دارای عملکرد تحصیلی پایین در دوره اول متوسطه شهر تبریز بود. طرح تحقیق از نوع نیمه آزمایشی با دو گروه آزمایشی و یک گروه کنترل بود. جامعه آماری پژوهش حاضر را کلیه دانش‌آموزان دختر دارای عملکرد تحصیلی پایین در دوره اول متوسطه شهر تبریز تشکیل می‌داد و از میان آن‌ها 75 نفر به عنوان نمونة پژوهشی به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند و به طور تصادفی در سه گروه (دو گروه آزمایشی و یک گروه کنترل) جایگزین شدند. ابزارهای جمع‌آوری داده‌ها عبارت بودند از: مقیاس نشخوار ذهنی نولن هوکسما و مارو (1990). بسته آموزش تنظیم هیجان در یک گروه آزمایشی و بسته آموزش ذهن آگاهی در گروه آزمایشی دیگر اجرا شد. گروه کنترل هیچ مداخله‌ای دریافت نکرد. فرضیه‌های پژوهش با استفاده از تحلیل کواریانس یک راهه مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها حاکی از آن بود که اثربخشی هر دو روش آموزش تنظیم هیجان و ذهن آگاهی بر نشخوار ذهنی تایید شد، ولی بین اثربخشی این دو روش تفاوت معناداری در دو گروه مشاهده نشد. با توجه به نتایج این پژوهش استفاده از روشهای آموزش تنظیم هیجان و آموزش ذهن آگاهی می‌تواند در کاهش نشخوار ذهنی و دانش‌آموزان دارای عملکرد تحصیلی پایین موثر باشد.
The purpose of this study was to compare the effectiveness of emotion regulation training and mindfulness training on rumination of female students with low academic performance in Junior high school in Tabriz. The research design was semi-experimental with pre-test and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance. Among them 75 students were selected as the research sample by randomized cluster method and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Nolen-Hoeksema and Marrrow's mental rumination scale (1990). Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA. The findings indicated that the effectiveness of both of emotion regulation training and mindfulness training methods on decreasing mental rumination was confirmed, but no significant difference was observed between the effectiveness of both of these methods in both experimental groups. Regarding the results of this research, the use of emotion regulation and mindfulness methods can be effective in reducing mental rumination among students with low academic performance.
Azizpour, T. (2017). Examining training mindfulness on decreased female students. International conference of culture, mental and education pathology. [in Persian].
Baer, RA. (2019). Assessment of mindfulness by self-report. Curr Opin Psychol, 28, 42–8. https://doi.org/10.1016/j.copsy c.2018.10.015.
Bagerinezhad, M., Salehi Dadardi, J., & Tabatabayi, M. (2010). Relationship among mental rumination with depression and anxiety in sample of Iranian University students. Educational and psychology studies, 11(1), 21-38. [in Persian].
Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x.
Bermal, F., Salehi, J., & Tabibi, Z. (2018). Effectiveness of training mindfulness on mental rumination, problem solving methods, and cognitive emotion regulation in people with depression. Psychological studies, 14(2), 91-108.
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37(3), 558–573. https://doi.org/10.1007/s11031-012-9332-3.
Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108–118.
Borders, A., Earleywine, M., & Jajodia, A. (2010). Could mindfulness decrease anger, hostility, and aggression by decreasing rumination? Aggress. Behav, 36, 28–4.
Falsafi, A., & Dashtbozorgi, Z. (2019). Effect of training mindfulness on mental rumination, body image and sexual satisfaction in women with repeated abortion. Journal of rehabilitation in nursing, 5(3), 47-55. [in Persian].
Hadwin, A. F., J¨arvel¨a, S., & Miller, M. (2018). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd Edition, pp. 83–106). Routledge.
Hooshi, N., Khodabakhshi, A., & Fasafinezshad, M. (2020). Effectiveness of group consulting based on mindfulness on quality of sleep and rumination of the elders. Journal of psychometrics and research in psychology and consulting, 2(1), 35-51. [in Persian].
Hoseini, L., & Monsheii, G. (2018). Effectiveness of training child-based mindfulness on social adjustment and depressive symptoms in children with depression disorder. Exceptional people psychology, 8(29), 179-200. [in Persian].
Hut, M., Glass, C. R., Degnan, K. A., & Minkler, T. O. (2021). The effects of mindfulness training on mindfulness, anxiety, emotion dysregulation, and performance satisfaction among female student-athletes: The moderating role of age. Asian Journal of Sport and Exercise Psychology, 1(2), 75-82.
Isohatala, J., Jarvenoja, H., & Jarvela, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24. https://doi.org/10.1016/j.ijer.2016.10.006.
Jentsch, V.L., Merz, CJ., Wolf, O.T. (2019). Restoring emotional stability: Cortisol effects on the neural network of cognitive emotion regulation. Behav Brain Res.
Jorj, A. (2014). The effect of cognitive behavioral therapy on the intensity of insomnia and obsessive rumination of M.S. Cog Behav Ther, 39 (1): 64-71.
Karami, R., Sharifi, T., Nikkhah, M., Ghazanfari, A. (2019). Effectiveness of Emotion Regulation Training Based on Grass Model on Reducing Rumination and Social Anxiety in Female Students with 60-Day Follow-up. Iran J Health Educ Health Promot, 7 (1):1-9 URL: http://journal.ihepsa.ir/article-1-933-fa.html.
Karing, C., & Beelmann, A. (2021). Evaluating the implementation and effectiveness of a low-dose mindfulness-based intervention in a student sample: a randomized controlled trial. Mindfulness, 12(6), 1438-1450.
Levin, M., Luoma, J., & Haeger, J. (2015). Decoupling as a mechanism of change in mindfulness and acceptance: A literature review. Behavior Modification, 39(6), 142.
Liu, Y., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X., & Pan, C. (2021). The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience. Annals of general psychiatry, 20(1), 1-9.
Lobczowski, N. G. (2020). Bridging gaps and moving forward: Building a new model for socio-emotional formation and regulation formation and regulation. Educational Psychologist, 0(0), 1–16. https://doi.org/10.1080/00461520.2019.1670064.
Lu, S., Rios, J., & Huang, C.-C. (2018). Mindfulness, emotion, and behavior: An intervention study with Chinese migrant children. Children & Society, 32(4), 290–300.
Mak, C., Whittingham, K., Cunnington, R., & Boyd, R. N. (2018). Efficacy of mindfulnessbased interventions for attention and executive function in children and adolescentsa systematic review. Mindfulness, 9, 59–78.
Manty, K., Jarvenoja, H., & Tormanen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. International Journal of Educational Research, 102(February). https://doi.org/10.1016/j.ijer.2020.101589.
Matthew, J.B., Lian, S., Monika, R., Orli, S., Nicholas, B.A. (2017). A cognitive behavioral and mindfulness-based group intervention improves behavior problems in at-risk adolescents. Behaviour Research and Therapy, 99 (2), 147- 156.
Moltrecht, B. (2021). Effectiveness of current psychological interventions to improve emotion regulation in youth: a meta-analysis. Eur Child Adolesc Psychiatry, 30(6):829–48.
Moradi, S., Beyrami, M., Hashemi, T., & Taklavi, S. (2020). Effectiveness of training mindfulness based stress reduction on positive and negative academic emotions in students. Journal of education and evaluation, 13(50), 183-206.
Papageorgiou, C., & Wells, A. (2004). Depressive rumination. Nature, theory and treatment
Olufemi, O. T., Adediran, A. A., &Oyediran, W. O. (2018). Factors affecting students’ academic performance in colleges of education in Southwest, Nigeria. British Journal of Education, 6(10), 43-56.
Ostafin, B. D. and Kassman, K. T. (2012). Stepping out of history: Mindfulness improves insight problem solving. Consciousness and Cognition, 21(2): 1031- 1036.
Parmentier, F.B.R., García-Toro, M., García-Campayo, J., Yañez, A.M., Andrés, P. and Gili, M. (2019). Mindfulness and Symptoms of Depression and Anxiety in the General Population: The Mediating Roles of Worry, Rumination, Reappraisal and Suppression. Front. Psychol, 10:506. doi: 10.3389/fpsyg.2019.00506
Pereza, L. P., Barracac, J., Pe˜nate, W., Santana, A. R. and Pereze, Y. A. (2017).Mindfulness-based interventions for the treatment of depressive rumination: Systematic review andmeta-analysis. International Journal of Clinical and Health Psychology, 17(3): 282-295.
Peters, J.R., Smart, L.M., Eisenlohr-Moul, T.A., Geiger, P.J., Smith, G.T., Baer, R.A. (2015). Anger rumination as a mediator of the relationship between mindfulness and aggression: The utility of a multidimensional mindfulness model. J. Clin. Psychol, 71, 871–884.
Petrocchi, N., & Ottaviani, C. (2016). Mindfulness facets distinctively predict depressive symptoms after two years: the mediating role of rumination. Pers Individ Dif, 93, 92–6. https ://doi.org/10.1016/j.paid.2015.08.017.
Philippot, P., & Brutoux, F. (2008). Induced rumination dampens executive processes in dysphoric young adults. Journal of behavior therapy and experimental psychiatry, 39(3), 219-227.
Rahmati, F., Ghaffari, E. (2015). The role of mindfulness, emotion regulation, perceived social support in predicting academic achievement in female students of second grade. Journal of psychological novel research, 10(40), 49-75. [in Persian].
Roos, A. L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2020). Test anxiety and physiological arousal: A systematic review and meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09543-z.
Sadegi, H., GHaffari, S., Sobhani, L., & Rafiipour, R. (2019). Predicting self-control based on emotion seeking and egocentrism, the mediating role of coping styles in the students. Journal of research in educational systems, 13(47), 153-170.
Schut, D. M., & Boelen, P. A. (2017). The relative importance of rumination, experiential avoidance and mindfulness as predictors of depressive symptoms. Journal of Contextual Behavioral Science, 6(1), 8-12.
Takebe, M., Takahashi, F., & Sato, H. (2015). Mediating role of anger rumination in the associations between mindfulness, anger-in, and trait anger. Psychology, 6, 948–953
Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence, and Abuse, 12(4), 220–235. https://doi.org/10.1177/1524838011416375.
Tomlinson, E. R., Yousaf, O., Vittersø, A. D. and Jones. L. (2018). Dispositional mindfulness and psychological health: A systematic review. Mindfulness, 9(1): 23-43
Tooderanjbar, M., & Araghi, F. (2018). Examining the role of motivation in students' low academic performance. Journal of novel accomplishments in humanities, 1(8), 92-101.
Törmänen, T., Järvenoja, H., & Mänty, K. (2021). All for one and one for all–How are students’ affective states and group-level emotion regulation interconnected in collaborative learning? International Journal of Educational Research, 109, 101861.
von der Embse, N. (2018). Test anxiety effects, predictors, and correlates: a 30-year meta-analytic review. J Affect Disord, 227, 483–93.
Yu, M. (2017). The Effects of Mindfulness on Self-Rumination, Self-Reflection, and Depressive Symptoms: A Research Proposal. BSUJ, 3(1), 1-7.
Yuan, Y. (2021). Mindfulness training on the resilience of adolescents under the COVID-19 epidemic: A latent growth curve analysis. Personality and individual differences, 172, 110560.
Zare, M., Agaziarati, A., Malek Sheikhi, S., & Sharifi, M. (2018). Effectiveness of training mindfulness in comparison to emotion regulation on adjustment of adolescents' students with ADHD. Journal of applied psychology, 2(12), 203-222. [in Persian].
Zuzama, N., Fiol-Veny, A., Roman-Juan, J., and Balle, M. (2020). Emotion Regulation Style and Daily Rumination: Potential Mediators between Act and Both Depression and Anxiety during Adolescence. Int. J. Environ. Res. Public Health, 17, 6614; doi: 10.3390/ijerph171866
_||_Azizpour, T. (2017). Examining training mindfulness on decreased female students. International conference of culture, mental and education pathology. [in Persian].
Baer, RA. (2019). Assessment of mindfulness by self-report. Curr Opin Psychol, 28, 42–8. https://doi.org/10.1016/j.copsy c.2018.10.015.
Bagerinezhad, M., Salehi Dadardi, J., & Tabatabayi, M. (2010). Relationship among mental rumination with depression and anxiety in sample of Iranian University students. Educational and psychology studies, 11(1), 21-38. [in Persian].
Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x.
Bermal, F., Salehi, J., & Tabibi, Z. (2018). Effectiveness of training mindfulness on mental rumination, problem solving methods, and cognitive emotion regulation in people with depression. Psychological studies, 14(2), 91-108.
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37(3), 558–573. https://doi.org/10.1007/s11031-012-9332-3.
Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108–118.
Borders, A., Earleywine, M., & Jajodia, A. (2010). Could mindfulness decrease anger, hostility, and aggression by decreasing rumination? Aggress. Behav, 36, 28–4.
Falsafi, A., & Dashtbozorgi, Z. (2019). Effect of training mindfulness on mental rumination, body image and sexual satisfaction in women with repeated abortion. Journal of rehabilitation in nursing, 5(3), 47-55. [in Persian].
Hadwin, A. F., J¨arvel¨a, S., & Miller, M. (2018). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd Edition, pp. 83–106). Routledge.
Hooshi, N., Khodabakhshi, A., & Fasafinezshad, M. (2020). Effectiveness of group consulting based on mindfulness on quality of sleep and rumination of the elders. Journal of psychometrics and research in psychology and consulting, 2(1), 35-51. [in Persian].
Hoseini, L., & Monsheii, G. (2018). Effectiveness of training child-based mindfulness on social adjustment and depressive symptoms in children with depression disorder. Exceptional people psychology, 8(29), 179-200. [in Persian].
Hut, M., Glass, C. R., Degnan, K. A., & Minkler, T. O. (2021). The effects of mindfulness training on mindfulness, anxiety, emotion dysregulation, and performance satisfaction among female student-athletes: The moderating role of age. Asian Journal of Sport and Exercise Psychology, 1(2), 75-82.
Isohatala, J., Jarvenoja, H., & Jarvela, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24. https://doi.org/10.1016/j.ijer.2016.10.006.
Jentsch, V.L., Merz, CJ., Wolf, O.T. (2019). Restoring emotional stability: Cortisol effects on the neural network of cognitive emotion regulation. Behav Brain Res.
Jorj, A. (2014). The effect of cognitive behavioral therapy on the intensity of insomnia and obsessive rumination of M.S. Cog Behav Ther, 39 (1): 64-71.
Karami, R., Sharifi, T., Nikkhah, M., Ghazanfari, A. (2019). Effectiveness of Emotion Regulation Training Based on Grass Model on Reducing Rumination and Social Anxiety in Female Students with 60-Day Follow-up. Iran J Health Educ Health Promot, 7 (1):1-9 URL: http://journal.ihepsa.ir/article-1-933-fa.html.
Karing, C., & Beelmann, A. (2021). Evaluating the implementation and effectiveness of a low-dose mindfulness-based intervention in a student sample: a randomized controlled trial. Mindfulness, 12(6), 1438-1450.
Levin, M., Luoma, J., & Haeger, J. (2015). Decoupling as a mechanism of change in mindfulness and acceptance: A literature review. Behavior Modification, 39(6), 142.
Liu, Y., Pan, H., Yang, R., Wang, X., Rao, J., Zhang, X., & Pan, C. (2021). The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience. Annals of general psychiatry, 20(1), 1-9.
Lobczowski, N. G. (2020). Bridging gaps and moving forward: Building a new model for socio-emotional formation and regulation formation and regulation. Educational Psychologist, 0(0), 1–16. https://doi.org/10.1080/00461520.2019.1670064.
Lu, S., Rios, J., & Huang, C.-C. (2018). Mindfulness, emotion, and behavior: An intervention study with Chinese migrant children. Children & Society, 32(4), 290–300.
Mak, C., Whittingham, K., Cunnington, R., & Boyd, R. N. (2018). Efficacy of mindfulnessbased interventions for attention and executive function in children and adolescentsa systematic review. Mindfulness, 9, 59–78.
Manty, K., Jarvenoja, H., & Tormanen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. International Journal of Educational Research, 102(February). https://doi.org/10.1016/j.ijer.2020.101589.
Matthew, J.B., Lian, S., Monika, R., Orli, S., Nicholas, B.A. (2017). A cognitive behavioral and mindfulness-based group intervention improves behavior problems in at-risk adolescents. Behaviour Research and Therapy, 99 (2), 147- 156.
Moltrecht, B. (2021). Effectiveness of current psychological interventions to improve emotion regulation in youth: a meta-analysis. Eur Child Adolesc Psychiatry, 30(6):829–48.
Moradi, S., Beyrami, M., Hashemi, T., & Taklavi, S. (2020). Effectiveness of training mindfulness based stress reduction on positive and negative academic emotions in students. Journal of education and evaluation, 13(50), 183-206.
Papageorgiou, C., & Wells, A. (2004). Depressive rumination. Nature, theory and treatment
Olufemi, O. T., Adediran, A. A., &Oyediran, W. O. (2018). Factors affecting students’ academic performance in colleges of education in Southwest, Nigeria. British Journal of Education, 6(10), 43-56.
Ostafin, B. D. and Kassman, K. T. (2012). Stepping out of history: Mindfulness improves insight problem solving. Consciousness and Cognition, 21(2): 1031- 1036.
Parmentier, F.B.R., García-Toro, M., García-Campayo, J., Yañez, A.M., Andrés, P. and Gili, M. (2019). Mindfulness and Symptoms of Depression and Anxiety in the General Population: The Mediating Roles of Worry, Rumination, Reappraisal and Suppression. Front. Psychol, 10:506. doi: 10.3389/fpsyg.2019.00506
Pereza, L. P., Barracac, J., Pe˜nate, W., Santana, A. R. and Pereze, Y. A. (2017).Mindfulness-based interventions for the treatment of depressive rumination: Systematic review andmeta-analysis. International Journal of Clinical and Health Psychology, 17(3): 282-295.
Peters, J.R., Smart, L.M., Eisenlohr-Moul, T.A., Geiger, P.J., Smith, G.T., Baer, R.A. (2015). Anger rumination as a mediator of the relationship between mindfulness and aggression: The utility of a multidimensional mindfulness model. J. Clin. Psychol, 71, 871–884.
Petrocchi, N., & Ottaviani, C. (2016). Mindfulness facets distinctively predict depressive symptoms after two years: the mediating role of rumination. Pers Individ Dif, 93, 92–6. https ://doi.org/10.1016/j.paid.2015.08.017.
Philippot, P., & Brutoux, F. (2008). Induced rumination dampens executive processes in dysphoric young adults. Journal of behavior therapy and experimental psychiatry, 39(3), 219-227.
Rahmati, F., Ghaffari, E. (2015). The role of mindfulness, emotion regulation, perceived social support in predicting academic achievement in female students of second grade. Journal of psychological novel research, 10(40), 49-75. [in Persian].
Roos, A. L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2020). Test anxiety and physiological arousal: A systematic review and meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09543-z.
Sadegi, H., GHaffari, S., Sobhani, L., & Rafiipour, R. (2019). Predicting self-control based on emotion seeking and egocentrism, the mediating role of coping styles in the students. Journal of research in educational systems, 13(47), 153-170.
Schut, D. M., & Boelen, P. A. (2017). The relative importance of rumination, experiential avoidance and mindfulness as predictors of depressive symptoms. Journal of Contextual Behavioral Science, 6(1), 8-12.
Takebe, M., Takahashi, F., & Sato, H. (2015). Mediating role of anger rumination in the associations between mindfulness, anger-in, and trait anger. Psychology, 6, 948–953
Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence, and Abuse, 12(4), 220–235. https://doi.org/10.1177/1524838011416375.
Tomlinson, E. R., Yousaf, O., Vittersø, A. D. and Jones. L. (2018). Dispositional mindfulness and psychological health: A systematic review. Mindfulness, 9(1): 23-43
Tooderanjbar, M., & Araghi, F. (2018). Examining the role of motivation in students' low academic performance. Journal of novel accomplishments in humanities, 1(8), 92-101.
Törmänen, T., Järvenoja, H., & Mänty, K. (2021). All for one and one for all–How are students’ affective states and group-level emotion regulation interconnected in collaborative learning? International Journal of Educational Research, 109, 101861.
von der Embse, N. (2018). Test anxiety effects, predictors, and correlates: a 30-year meta-analytic review. J Affect Disord, 227, 483–93.
Yu, M. (2017). The Effects of Mindfulness on Self-Rumination, Self-Reflection, and Depressive Symptoms: A Research Proposal. BSUJ, 3(1), 1-7.
Yuan, Y. (2021). Mindfulness training on the resilience of adolescents under the COVID-19 epidemic: A latent growth curve analysis. Personality and individual differences, 172, 110560.
Zare, M., Agaziarati, A., Malek Sheikhi, S., & Sharifi, M. (2018). Effectiveness of training mindfulness in comparison to emotion regulation on adjustment of adolescents' students with ADHD. Journal of applied psychology, 2(12), 203-222. [in Persian].
Zuzama, N., Fiol-Veny, A., Roman-Juan, J., and Balle, M. (2020). Emotion Regulation Style and Daily Rumination: Potential Mediators between Act and Both Depression and Anxiety during Adolescence. Int. J. Environ. Res. Public Health, 17, 6614; doi: 10.3390/ijerph171866
