| چکیده انگلیسی مقاله |
Background and Aim: Regarding the high prevalence of anxiety among students and its negative impact on their academic achievement, the necessity of evaluating the efficacy of psychiatric-educational therapeutic interventions on anxiety can be seen. The aim of the present research was to predict mindfulness based on emotional regulation and anxiety among high school students in Rasht. Method and Materials: This study employed a descriptive - correlational approach and the statistical population included all female high school students in Rasht during the academic year 2016-17. 150 individuals were selected as the sample of study through using random multistage cluster sampling method. In order to collect data, the Mindful Attention Awareness Scale, Cognitive Emotion Regulation Questionnaire, and Children' Manifest Anxiety Scale were used. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis through the SPSS-22 software. Results: The mean (standard deviation) of the age of the students participating in the study was 15.6 (1.46) years. With an increase in the mean (SD) of score of acceptance 12.2 (3.6) (P < 0.01), positive refocusing (10.4) (P < 0.01), refocus on planning (P < 0.01), positive reappraisal (9.8) (P < 0.01), and perceptiveness 9.8 (1.4) (0.01) > P), the mean (SD) of mindfulness score increases (51.1) (16.1). With an increase in the mean (SD) of catastrophizing, 9.6 (2.7) (P < 0.01), other-blame was 11.6 (3.2) (P < 0.01), self-blame 12.8 (6 (P < 0.01), rumination (14.4) (P < 0.01), mindfulness decreased (P < 0.01). Also, with an increase in the mean (SD) anxiety was 13.9 (3.5), mindfulness decreases (P < 0.01). The components of positive refocusing (B = 0.83), perceptiveness (B = 0.57) and refocus on planning (B = 0.43) positively predict mindfulness and increase it. Components of catastrophizing (B=-0.45), self-blame (B = -0.37), rumination (B = -0.24), and blaming others (B = -0.18) predict mindfulness negatively and reduce it. Conclusion: This study showed that an increase in the components of admission, positive re-focus, re-focus on planning, reappraisal, and perceptiveness, the rate of mindfulness increased. And with an increase in catastrophizing, the blame of others, self-blame, rumination, mindfulness increases. Also, with an increase in anxiety, mindfulness is decreased. The components of positive refocusing, perceptiveness, and refocus on planning respectively have the highest predictive power of mindfulness in a positive way, and the components of catastrophizing, self-blame, rumination, and other-blame respectively have the highest predictive power of mindfulness in a negative manner. |