Model of psychological distress based on metacognitive beliefs of students with the mediating role of mind-wandering

The aim of this study was to investigate the mediating role of mind-wandering in the relationship between metacognitive beliefs with psychological distress in students. The present study is basic research in terms of purpose and a correlational study in terms of method. The statistical population of the present study was all the students of the Azad University of Tehran Central Branch from four faculties (Psychology and Educational Sciences, Arts, Political Sciences, and Management) in 1401, of which 200 people were selected through random-cluster sampling. Research questionnaires included: Kessler Psychological Distress Scale (K10, Kessler & et al, 2002), Metacognition Questionnaire (MCQ, Wells,  & Cartwright-Hatton, 2004), and the Mind Wandering Scale (MWS, Carriere & et al, 2013). Path analysis was used to analyze the data. The results of the path analysis indicated that the model fit in well. The findings showed that metacognitive beliefs and mind-wandering were directly related to psychological distress (p<0.001). Also, the components of metacognitive beliefs were able to predict psychological distress in students indirectly through mind-wandering (p<0.001). It can be concluded that mind-wandering plays a mediating role between metacognitive beliefs and psychological distress in students, and it is necessary to pay attention to these factors in interaction with each other in programs to improve students' mental health.