This study primarily explores the relationship between rumination thinking in high school students and their personality traits and psychological control sources. Utilizing a questionnaire survey method, we randomly distributed surveys to 557 high school students who completed the Rumination Thinking Response Scale, Internal Control, Authority and Opportunity Scale, and China's Big Five Personality Questionnaire. The results revealed significant differences in rumination and its dimensions concerning gender, only-child status, and grade (ps < 0.01). Rumination showed a significant positive correlation with the big five personality, neuroticism, and conscientiousness (ps < 0.01). Additionally, rumination was significantly correlated with psychological control sources, internal control, authority, and opportunity (ps < 0.01). Through a mediation effect test, the mediating effect value of psychological control sources between the big five personality and rumination was found to be 0.048, accounting for 33.80% of the total effect, thus indicating that psychological control sources played a partial mediating role. The study suggests that there are individual differences in rumination thinking among high school students. Schools and parents may consider influencing students' rumination from the perspectives of personality and psychological control sources to enhance positive thinking and contribute to addressing and improving students' psychological well-being.

Wang Hui, Wang Haiqing, Wang Qiu. Understanding Rumination Thinking from the Perspectives of Psychological Control Source and Personality Traits. Academic Journal of Humanities & Social Sciences (2024) Vol. 7, Issue 2: 176-184. https://doi.org/10.25236/AJHSS.2024.070224.

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