The Relationship between Metacognition, Emotional Schema and Rumination with Obsessive Beliefs of Second Year High School Students in Zarand City

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.

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.

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.

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.