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ORIGINAL ARTICLE
Year : 2016  |  Volume : 2  |  Issue : 2  |  Page : 99-104

Rumination and co-rumination: Factors predicting depression


1 Department of Psychology, Khorasgan (Isfahan) Branch, Islamic Azad University, Isfahan, Iran
2 Department of Psychology, School of Education and Psychology, University of Isfahan, Isfahan, Iran

Correspondence Address:
Dr. Mahgol Tavakoli
Department of Psychology, University of Isfahan, Hezarjirib St., Isfahan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.178865

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Aim: All groups and individuals especially students are supposed to be at risk of getting involved with depressive disorders. The aim of the present study was to investigate the relationship between rumination and co-rumination among students of Isfahan University. Methods: This study benefits from both causal-comparative and descriptive-correlative research methods. The participants were bachelor students of Isfahan University. Using simple random sampling, a sample of 234 students from 10 colleges of Isfahan University was selected. They were evaluated based on three research tools such as the second edition of Beck's depression indicators, response rumination scale, and co-rumination questionnaire. Data were analyzed using Pearson correlation and regression. Results: Results indicated that rumination (P < 0.001) and co.rumination (P = 0.009) had significant and positive relationship with a total score of depression. Furthermore, the correlation of all three rumination subscales and all subscales of co-rumination except for subscale in which “the person in question encourages his friends to discuss problems” had positive and significant relationship with the total score of depression (P > 0.001). On the other hand, results revealed that the projection of students with depression in the case of rumination was significant (P ≤ 0.0001, β =0.390). Conclusions: Findings highlighted the predictive value of rumination in students with depression. In addition, this paper identified the importance of training in friendship communicational skills, talking effectively with friends, right thought, and appropriate adjustments of emotions among students.


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