Razi Journal of Medical Sciences

fa رابطه فراشناخت، طرحواره هیجانی و نشخوار فکری با باورهای وسواسی دانش آموزان متوسطه دوره دوم شهر زرند The Relationship between Metacognition, Emotional Schema and Rumination with Obsessive Beliefs of Second Year High School Students in Zarand City روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: اختلال وسواسی-جبری  یکی از ناتوان کنندهترین اختلالات است و شرایطی است که در آن، بیمار دارای وسواسهای فکری و یا وسواسهای عملی  و یا هر دو، میباشد. از این رو پژوهش حاضر با هدف بررسی رابطه فراشناخت، طرحواره هیجانی و نشخوار فکری با باورهای وسواسی دانش آموزان متوسطه دوره دوم شهر زرند صورت گرفت. روش کار: پژوهش حاضر توصیفی از نوع همبستگی بود. جامعه‌ی آماری شامل کلیه‌ی دانش آموزان دختر مقطع متوسطه دوره دوم شهر زرند در سال تحصیلی 98-97 به تعداد 1183 نفر بود که 291 نفر با استفاده از روش نمونهگیری تصادفی خوشهای به عنوان نمونه نهایی انتخاب شدند. ابزار پژوهش شامل پرسشنامه فراشناخت انیل و عابدی (1996)، پرسشنامه طرحواره های هیجانی لیهی (2002)، پرسشنامه نشخوار فکری نولن-هوکسما و مورو (1987) و پرسشنامه باورهای وسواسی (OBQ-44) بود. جهت تحلیل و تجزیه داده ها از همبستگی پیرسون و رگرسیون چند متغیره توسط نرم افزار spss-26 استفاده گردید. یافته‌ها: یافتهها نشان داد که بین متغیرهای فراشناخت با باورهای وسواسی (30/0-r=) و نیز بین طرحواره هیجانی با باورهای وسواسی (22/0-r=) رابطه منفی معناداری در سطح 001/0 وجود دارد. همچنین بین متغیرهای نشخوار فکری با باورهای وسواسی (38/0r=) و طرحوارههای هیجانی (27/0r=) رابطه مثبت معنادار و بین نشخوار فکری با  فراشناخت (26/0- r=) رابطه منفی معنادار در سطح 001/0 را نشان داد. همچنین تحلیل رگرسیون نشان داد که متغیرهای نشخوارفکری، فراشناخت و طرحواره هیجانی، به ترتیب بیشترین نقش را در تبیین باورهای وسواسی دارند. نتیجه‌گیری: نتایج تاییدکننده رابطه معنادار بین متغیرهای فراشناخت و طرحواره هیجانی با باورهای وسواسی به صورت معکوس و بین متغیرهای نشخوار فکری با باورهای وسواسی رابطه مثبت معنادار است. همچنین متغیرهای فراشناخت، طرحواره هیجانی، نشخوارفکری، قادر به پیشبین معنادار باورهای وسواسی بودند. همچنین مولفههای پیشبین تبیین معناداری از باورهای وسواسی ارائه دادند.</div> <div style="text-align: justify;"> Background & Aims: Obsessive-compulsive disorder is one of the most debilitating disorders and is a condition in which the patient has mental obsessions (thoughts, impulses, or repetitive images that cause anxiety or discomfort) or practical obsessions (behavior of mental actions It is repetitive that the patient feels he must do to reduce psychological pressure and avoid certain events) or both. Obsessions are persistent and inappropriate thoughts or mental images that lead to anxiety and distress. This inappropriate quality of the obsession is often referred to as "self-inconsistent," meaning that the content of the obsession is foreign to the person, is not under their control, and is not the type of thought they expect. However, a person is able to recognize that mental obsessions are the product of his own mind and are not imposed from outside. Current cognitive-behavioral approaches to obsessive-compulsive disorder emphasize the role of ineffective beliefs in creating and perpetuating the disorder. These models assume intrusive thoughts as a cognitive stimulus and negative automatic thoughts and beliefs as a cognitive response. These automatic negative beliefs and thoughts affect a person's emotions and behaviors (compulsions). Theoretically, in obsessive-compulsive disorder, negative evaluations of intrusive and unwanted thoughts have been identified in three areas, which are: the importance of thoughts; Assessments that indicate the presence and meaning of thoughts are threatening or personally important, control thoughts; Assessments that point to the need to control thoughts in order to prevent the consequences of related threatening threats and responsibility; Assessments that indicate if thoughts persist. The person will be responsible for negative events. In addition to negative evaluations, it is thought that basic ineffective beliefs are responsible for negative evaluations and the phenomenon of obsession. Obsessive beliefs are a complex and multifactorial process, and many efforts are made to identify the risk factors in tending to it, including in students who are one of the vulnerable groups. However, a person is able to recognize that obsessive beliefs are the product of his own mind and are not imposed from outside. Therefore, by identifying the components related to this structure, the possibility of more accurate and practical interventions is also provided. Therefore, the present study was conducted with the aim of investigating the relationship between metacognition, emotional schema, and rumination with obsessive beliefs of second year high school students in Zarand city. Methods: The present study was a correlational descriptive study. The statistical population included all female students of the second year of Zarand in the academic year of 2018-2019, 1183 of which 291 were selected as the final sample using cluster random sampling. The research tools included Enil and Abedi's Metacognition Questionnaire (1996), Leahy's Emotional Schemas Questionnaire (2002), Nolen-Hoeksma and Moro's Rumination Questionnaire (1987) and Obsessive Beliefs Questionnaire (OBQ-44). Pearson's correlation and multivariate regression were used by spss-26 software. Results: The findings showed that there is a significant negative relationship between metacognitive variables and obsessive beliefs (r=-0.30) and between emotional schema and obsessive beliefs (r=-0.22) at the level of 0.001. Also, there is a significant positive relationship between rumination variables with obsessive beliefs (r=0.38) and emotional schemas (r=0.27) and a significant negative relationship between rumination and metacognition (r=0.26) at the 0.001 level. showed Also, the regression analysis showed that the value of R2 equal to 0.15 indicates that metacognitive variables and emotional schema and rumination jointly predict 16% of obsessive beliefs. According to the beta coefficient and the significance level of the studied variables, rumination, metacognition and emotional schema, respectively, have the greatest role in explaining obsessive beliefs. Conclusion: The results confirmed the significant relationship between metacognitive variables and emotional schema with obsessive beliefs inversely and showed a significant positive relationship between rumination variables and obsessive beliefs. Also, variables of metacognition, emotional schema, and rumination were able to significantly predict obsessive beliefs. Therefore, it is suggested that the management training of mental rumination and metacognition, along with schema therapy, in order to prevent issues related to obsessive beliefs, especially in teenage students, should be considered important by school and country officials and should be included in their agenda. On the other hand, according to this principle. Parents and education officials should know that injuries and tensions may be formed due to their influence, which should be deeply considered and with a calculated and planned plan through psychological experts and specialists, a path for future investigations can be created.</div> فراشناخت, طرحواره هیجانی, نشخوار فکری, باورهای وسواسی, دانش آموزان Metacognition,Emotional Schema,Rumination,Obsessive Beliefs,Students 204 213 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7806-1&slc_lang=fa&sid=1 Priya Afsharpour پریا افشار پور Afsharpourparia94@gmail.com 3900319475328460076888 0009-0004-4053-0062 Yes Master of Family Counseling, Counseling Department, Zarand Branch, Islamic Azad University, Kerman, Iran کارشناسی ارشد مشاوره خانواده، گروه مشاوره، واحد زرند، دانشگاه آزاد اسلامی، کرمان، ایران Kazem Nematolhah Zadeh Mahani کاظم نعمت اله زاده ماهانی 3900319475328460076889 3900319475328460076889 No Assistant Professor; Consulting Department, Zarand Branch, Islamic Azad University, Kerman, Iran. استادیار، گروه مشاوره، واحد زرند، دانشگاه آزاد اسلامی، کرمان، ایران.