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year 15, Issue 3 (3rd Spring 2026 2026)
Rooyesh 2026, 15(3): 0-0 |
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Hassani Abd M, Almasi M, Naghsh Z, Malekian S. (2026). Prediction of of mentalization and emotional self-regulation based on self -harming behavior, rumination, and irrational beliefs in students with bullying symptoms. Rooyesh. 15(3),
URL: http://frooyesh.ir/article-1-6875-en.html
URL: http://frooyesh.ir/article-1-6875-en.html
1- Master of Educational Psychology, University of Tehran, Tehran, Iran.
2- PhD student in Clinical Psychology, Faculty of Educational Psychology, University of Tabriz, Tabriz, Iran.
3- Associate Professor, Department of Educational and Counseling Psychology, University of Tehran, Tehran, Iran. z.naghsh@ut.ac.ir ,z.naghsh@ut.ac.ir
4- Master of Science in Clinical Psychology, Islamic Azad University, Hamedan, Iran.
2- PhD student in Clinical Psychology, Faculty of Educational Psychology, University of Tabriz, Tabriz, Iran.
3- Associate Professor, Department of Educational and Counseling Psychology, University of Tehran, Tehran, Iran. z.naghsh@ut.ac.ir ,
4- Master of Science in Clinical Psychology, Islamic Azad University, Hamedan, Iran.
Abstract: (12 Views)
This study aimed to predict self-harming behavior, anger rumination, and irrational beliefs based on mentalization and emotional self-regulation in students with bullying symptoms. The study utilized a descriptive-correlational regression design. The statistical population included lower secondary school students in Zanjan during the 2025-2026 academic year. From this population, 500 students were selected via convenience sampling to complete a bullying questionnaire. Subsequently, 200 students with bullying scores above 30 were randomly selected to complete the Irrational Beliefs Test (IBT; Motamedin et al., 2012), Anger Rumination Scale (ARS; Sukhodolsky et al., 2001), Mentalization Questionnaire (MQ; Fonagy et al., 1998), Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997), and Inventory of Statements About Self-Injury (ISAS; Klonsky & Glenn, 2009). Data were analyzed using Pearson correlation and multiple regression. Findings revealed that mentalization (uncertainty) and emotional self-regulation had a positive and significant relationship with self-harming behaviors, anger rumination, and irrational beliefs, while mentalization (certainty) showed a significant negative relationship (P<0.05). Based on the results, mentalization (certainty and uncertainty) and emotional self-regulation explained 43%, 34%, and 58% of the variance in self-harming behaviors, anger rumination, and irrational beliefs, respectively. These results indicate that emotional self-regulation and mentalization can explain anger rumination, self-harming behaviors, and irrational beliefs in bullying students. Therefore, it is essential to consider these interacting factors in programs aimed at reducing bullying among students and children.
Keywords: Mentalization, Emotional Self-Regulation, Self-Harm, Anger Rumination, Irrational Beliefs, Bullying Symptoms, Students.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2026/01/5 | Accepted: 2026/01/27 | ePublished: 2026/05/30
Received: 2026/01/5 | Accepted: 2026/01/27 | ePublished: 2026/05/30
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