Razi Journal of Medical Sciences

fa نقش میانجی نشخوار فکری در رابطه بین سندرم خستگی مزمن و اضطراب در بین دانش‌آموزان مقطع متوسطه The Mediating Role of Rumination in the Relationship between Chronic Fatigue Syndrome (CFS) and Anxiety among High School Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research زمینه و هدف: دانش‌آموزانی که سطح بالایی از سندرم خستگی مزمن دارند، این خستگی باعث کاهش سلامتی و شادی در دانشآموزان می‌شود. بنابراین عامل نشخوار فکری و اضطراب از عوامل مهم در سندرم خستگی مزمن است؛ از این رو، پژوهش حاضر با هدف بررسی نقش میانجی نشخوار فکری در رابطه بین سندرم خستگی مزمن و اضطراب در بین دانش آموزان مقطع متوسطه در سال 1401-1400 انجام شد. روش کار: روش پژوهش از نوع همبستگی با تکیه بر مدلسازی معادلات ساختاری بوده و جامعه آماری آن دانش‌آموزان مقطع متوسطه اول شهر استهبان در سال تحصیلی 1401-1400 که از بین آنها 311 نفر به عنوان حجم نمونه به صورت در دسترس انتخاب شدند. برای جمع‌آوری داده‌ها از سه پرسشنامه نشخوار فکری نالن هوکسما و مارو (1991)، خستگی مزمن اسمتس (1996) و اضطراب بک و همکارانش (1988) استفاده شد. یافته‌ها: نتایج نشان داد که خستگی عمومی با ضریب تاثیر (44/0) دارای رابطه مستقیم با نشخوار ذهنی می‌باشد. همچنین کاهش انگیزه با ضریب مسیر (33/0-) تاثیر منفی و معنی‌داری بر نشخوار ذهنی دارد. در نهایت نشخوار ذهنی با ضریب مسیر (64/0) تاثیر مستقیم و معنی‌داری بر اضطراب دارد. همچنین نتایج نشان داد خستگی عمومی و کاهش انگیزه بر اضطراب با نقش واسطه‌ای نشخوار فکری اثر غیرمستقیم دارد. نتیجه‌گیری: به طور کلی، می‌توان نتیجه گرفت که خستگی عمومی و کاهش انگیزه، از طریق تأثیرگذاری بر نشخوار ذهنی، در شکل‌گیری و تشدید اضطراب نقش دارند. این نتایج اهمیت توجه به مدیریت خستگی، تقویت انگیزه و کنترل نشخوار ذهنی را در کاهش اضطراب برجسته می‌کند.   <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Chronic fatigue syndrome has an average prevalence of 15% in the clinical population, which in addition to causing psychological and physical disturbances, reduces the quality of life of students. Chronic fatigue syndrome affects between 3 and 10.7% of the population, depending on the criteria for defining the disorder, and is more common in women than men. The prevalence of this syndrome is higher in people with low socioeconomic status. In students who have a high level of chronic fatigue syndrome, this fatigue reduces health and happiness in students. Therefore, rumination and anxiety are important factors in chronic fatigue syndrome. Considering that chronic fatigue syndrome can be difficult for an individual to live with, however, over time students can be trained in treatment methods to reduce chronic fatigue and learn coping strategies, examining the relationship between chronic fatigue syndrome and anxiety among students can lead to greater effectiveness in reducing rumination. Conducting research in the field of etiology and intervention of this phenomenon is essential for prevention and effective interventions to reduce the harm done to students with this problem. Rumination in students can be problematic. Undoubtedly, lively students have to sit in the classroom for hours, observe rules and order, answer the teacher's questions, and each of them expects to be involved in the teaching and learning process, tolerate the cold and heat, and noise of the classroom, reduce their activity about the open space of the house and the school yard, come forward, and gather their minds and senses. Since the school is the most important institution in society and the source of a healthy society, any harm to this institution and its functions is an important matter and deserves investigation and research. In Iranian academic studies, less attention has been paid to the issue of chronic fatigue syndrome in students, and studies have focused more on the issue of chronic fatigue syndrome. Therefore, the gap in such scientific efforts seems serious. Therefore, considering the above, this study aims to examine the mediating role of rumination in the relationship between chronic fatigue syndrome and anxiety among students, which can provide comprehensive information about the variables mentioned in students and provide the possibility of filling gaps and increasing strengths for students. Methods: The research method was correlational, relying on structural equation modeling. The statistical population in this study was the first high school students of Estahban in the academic year 2021-2022, which numbered approximately 1650 people. Considering the size of the population, 311 people were selected as the sample size based on the sample-to-path ratio rule. Considering the limitations related to the Corona pandemic in the period under study, the available sampling method was used. (The questionnaire return rate was also 95 percent). The research tools included the Rumination Questionnaire (1991), Chronic Fatigue (1996), and Anxiety (1988). Structural equation modeling was used to analyze the data using SPSS and LISREL statistical software. Results:  The results showed that general fatigue with an impact coefficient of (0.44) has a direct relationship with rumination. Also, reduced motivation with a path coefficient of (-0.33) has a negative and significant effect on rumination. Finally, rumination with a path coefficient of (0.64) has a direct and significant effect on anxiety. The results also showed that general fatigue and reduced motivation have an indirect effect on anxiety with the mediating role of rumination. Conclusion:  The results of this study showed that general fatigue and reduced motivation play an important role in predicting rumination and anxiety. Specifically, general fatigue has a positive and significant effect on rumination, meaning that the higher the level of general fatigue of a person, the greater the likelihood of his or her involvement in rumination. In contrast, reduced motivation has a negative and significant effect on rumination, meaning that people with lower motivation are less likely to engage in rumination. In addition, rumination as a mediating variable has a direct and significant effect on anxiety, such that increased rumination leads to increased anxiety levels. Also, the analyses conducted showed that general fatigue and decreased motivation have an indirect effect on anxiety through rumination. These findings indicate that rumination can be a mechanism through which fatigue and decreased motivation affect an individual's anxiety level. In general, it can be concluded that general fatigue and decreased motivation play a role in the formation and intensification of anxiety by affecting rumination. These results highlight the importance of paying attention to fatigue management, strengthening motivation, and controlling rumination in reducing anxiety. To reduce rumination and its negative effects on students' anxiety, it is essential to teach them effective coping skills. One effective method is mindfulness exercises that help students focus their attention on the present moment instead of dwelling on negative thoughts. This method reduces mental engagement with intrusive thoughts, which in turn reduces anxiety and improves their concentration in daily activities. Counseling programs in schools can play an important role in identifying and managing rumination. Holding group meetings to discuss strategies for coping with stress and increasing psychological resilience can help students find more effective ways to manage their emotions. Also, increasing the awareness of parents and teachers about rumination and its effects on students' mental health can help create a more supportive environment for them. Finally, creating a healthy emotional environment in the family can play an important role in reducing rumination and anxiety. Parents who establish positive and intimate relationships with their children and listen to their feelings can help reduce stress and increase their self-esteem. Instead of blaming and comparing their children, parents should encourage them to express their feelings in a healthy way and participate in finding appropriate solutions to their problems.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> نشخوار فکری, سندرم خستگی مزمن, اضطراب, دانش آموزان مقطع متوسطه Rumination, Chronic Fatigue Syndrome, Anxiety, High School Students 522 532 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8493-1&slc_lang=fa&sid=1 Younes Bahrami یونس بهرامی Yoonesbahrami72@gmail.com 3900319475328460085764 0009-0005-2354-3993 No Master of Clinical Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. کارشناس ارشد روانشناسی بالینی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Majid Barzegar مجید برزگر Mbarzegar55@gmail.com 3900319475328460085765 3900319475328460085765 Yes Assistant Professor, Department of Psychology, Faculty of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. استادیار، گروه روانشناسی، دانشکده روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.