Sleep and Insomnia in College Students: A Network Analysis Study

Sleep and Insomnia in College Students: A Network Analysis Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Sleep and Insomnia in College Students: A Network Analysis Study Niloufar Moohebat, Farhad Khormaei This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6596455/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Insomnia is a common concern among college students, frequently arising from complex psychological interactions. This study employed a network analysis approach to examine the psychological markers associated with insomnia and to identify key variables differentiating students with and without insomnia. A total of 391 undergraduate students from the University of Isfahan, Iran, were selected using multi-stage cluster random sampling. Based on the Lynch Sleep Questionnaire, participants were categorized into insomnia (n = 120) and non-insomnia (n = 114) groups. Psychological assessments included the Big Five Personality Questionnaire, the Depression-Anxiety-Stress Scale (DASS-21), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Cognitive Distortion Questionnaire. Data were analyzed using descriptive statistics, correlation matrices, and network analyses via SPSS, Ucinet, and Social Network Visualizer. Findings revealed that self-blame, all-or-nothing thinking, and overgeneralization were central cognitive distortions within the insomnia network. In contrast, acceptance emerged as a prominent emotion regulation strategy among students without insomnia. Comparative analyses of centrality indices—degree, information, and betweenness—highlighted distinct psychological network structures across the two groups. These results underscore the importance of addressing maladaptive cognitive patterns and fostering adaptive emotion regulation strategies to alleviate insomnia symptoms, offering valuable insights for targeted mental health interventions in academic populations. Biological sciences/Psychology Health sciences/Diseases Health sciences/Health care Health sciences/Risk factors Health sciences/Signs and symptoms Insomnia cognitive emotion regulation cognitive distortions personality traits stress anxiety depression network analysis Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction Insomnia is a prevalent condition affecting a substantial portion of the global population, with estimated prevalence rates ranging from 5% to 50%, depending on diagnostic criteria and reported symptoms [1]. It is typically characterized by persistent difficulty initiating or maintaining sleep, often accompanied by early morning awakenings and an inability to return to sleep. College students exhibit disproportionately high rates of insomnia compared to the general population, which significantly impacts their academic performance and psychological well-being [2]. A study by Hicks [3] highlighted a marked increase in sleep disturbances among students, rising from 26.7% in 1982 to 68.3% in recent years. The adverse consequences of insomnia are well-documented. These include impaired cognitive functioning, memory consolidation difficulties [4], reduced problem-solving capacity, diminished creativity [5], lower life satisfaction [6], and increased mood disturbances and interpersonal difficulties [7]. Such effects can ultimately undermine academic success and increase the risk of school dropout and underemployment [8]. The etiology of insomnia is multifactorial, involving biological, psychological, and environmental contributors. Several theoretical models have been proposed to explain its onset and persistence, including the stimulus control model [9], the 3P model [10], the neurocognitive model [11], and the psychological inhibition model [12]. The stimulus control model emphasizes maladaptive conditioning, in which sleep-related stimuli (e.g., the bed or bedroom) become associated with wakeful activities, thereby disrupting sleep patterns. The 3P model posits that insomnia arises from a combination of predisposing (e.g., genetic and psychological traits), precipitating (e.g., stress), and perpetuating (e.g., maladaptive coping behaviors) factors [12]. The neurocognitive model expands on the 3P framework, proposing that heightened cortical, cognitive, and physiological arousal—particularly during sleep onset and non-REM sleep—underpins insomnia [11]. The psychological inhibition model further implicates stress-induced arousal, both physiological and psychological, in the exacerbation of insomnia symptoms [12]. Cognitive and psychological factors play a critical role in the maintenance of insomnia. Cognitive distortions—such as negative beliefs about sleep, excessive worry, and rumination—have been associated with persistent sleep disturbances [13]. Specific personality traits, including high neuroticism, perfectionism, and low conscientiousness, are also linked to an increased risk of insomnia, with evidence suggesting that anxiety and depression may mediate these associations [16, 17] Emotion regulation is another key factor influencing sleep quality. Maladaptive cognitive-emotional strategies—such as worry or regret before bedtime—can delay sleep onset or impair sleep continuity [18,19]. However, the role of emotional arousal remains complex; both positive and negative emotions may interfere with sleep, depending on their intensity [20]. Given these multifaceted contributors, the present study aims to investigate psychological markers of insomnia in college students using a network analysis approach. By modeling the complex interrelations among cognitive distortions, emotional regulation strategies, personality traits, stress, anxiety, and depression, this study seeks to offer an integrated perspective on the psychological underpinnings of insomnia in this population. The findings may inform more effective interventions to enhance student well-being and academic performance . Methods Ethical Considerations This study was approved by the Ethics Committee of Shiraz University (Ethics approval number: IR.SUMS.REC.1403.129). Written informed consent was obtained from all participating students and their supervisors prior to participation. Procedure and Participants The study involved a systematic review of research on insomnia conducted between 1972 and 2023, identifying 27 psychological markers that have been widely studied in recent years. Using a comparative adaptive network mapping method, the research analyzed insomnia marker networks in two groups: students with insomnia and those without. The participants were undergraduate students from Isfahan University, Iran, selected through multi-stage cluster random sampling, based on the Krejcie and Morgan formula [21]. This resulted in a total sample of 391 students. Participants were classified into two groups based on the Lynch Sleep Questionnaire: 120 students with insomnia (56 women, 64 men) and 114 students without insomnia (45 women, 69 men). Data were collected using several tools: the Lynch Sleep Questionnaire, the Five-Factor Personality Questionnaire, the Depression-Anxiety-Stress Scale (DASS-21), the Cognitive Distortion Questionnaire, and the Cognitive Emotion Regulation Questionnaire. The collected data were analyzed using SPSS 27, and network data were processed using Ucinet6 and Social Network Visualizer software. Measurements Data were collected using several standardized self-report questionnaires: Lynch Sleep Questionnaire [22] is designed to assess sleep disturbances across three domains: difficulty falling asleep, maintaining sleep, and nocturnal awakenings. It includes 17 binary (yes/no) items, with total scores ranging from 0 to 17. Scores of 0–3 indicate mild insomnia, 4–7 moderate insomnia, and 8 or more severe insomnia. In the present study, internal consistency was acceptable (Cronbach’s alpha = 0.76). Validity was supported through correlation with the total score, yielding coefficients of 0.81, 0.85, and 0.81 for the subscales of sleep onset, duration, and awakening, respectively. Big Five Personality Factors Questionnaire [23] was used to assess the five core personality dimensions based on the lexical approach. For the current study, 15 items were selected from the 50-item version to minimize participant burden while preserving psychometric quality, following recommendations by previous research [24]. Each trait was measured using three items, with responses rated on a 5-point Likert scale ranging from “completely true” (5) to “completely false” (1). Confirmatory factor analysis supported the five-factor structure, with factor loadings for neuroticism (0.73), openness (0.76), conscientiousness (0.56), agreeableness (0.64), and extraversion (0.74). Depression Anxiety Stress Scales (DASS-21) [25] is a 21-item scale measuring symptoms of depression, anxiety, and stress. Participants responded on a 4-point Likert scale. The original Cronbach’s alpha values for the subscales were reported as 0.89 for depression, 0.84 for anxiety, and 0.82 for stress. In this study, the internal consistency for the total scale was 0.89, with subscale reliabilities of 0.80, 0.78, and 0.79, respectively. Cognitive Emotion Regulation Questionnaire (CERQ-P) [26] assesses nine cognitive strategies used in response to negative events. It includes 36 items measuring self-blame, acceptance, rumination, positive refocusing, refocus on planning, positive reappraisal, putting into perspective, catastrophizing, and blaming others. The total scale reliability in this study was 0.83. Subscale alphas ranged from 0.47 (acceptance) to 0.74 (planning). Cognitive Distortions Questionnaire [27] is a 20-item measure developed based on Albert Ellis’s theory to assess common cognitive distortions. Items are rated on a 5-point Likert scale from “completely agree” to “completely disagree.” In the current study, the scale demonstrated good internal consistency (Cronbach’s alpha = 0.84). Analyses The collected data were analyzed using SPSS 27, Ucinet6, and Social Network Visualizer software. Descriptive statistics for the psychological markers were calculated for both groups. A correlation matrix was generated to examine the relationships between these markers. Additionally, a comprehensive network analysis was conducted to visualize the interrelationships between the indicators for both groups, using network metrics such as centrality and degree centrality. Findings This section presents the results of the statistical analysis performed on the collected data. Initially, descriptive statistics related to the research indicators for both students with insomnia and those without are provided (see Tables 1 and 2). Following this, the relationships between the indicators are examined through correlation matrices (see Tables 3 and 4). Subsequently, a network analysis of the relationships among these indicators is conducted. Graphical representations of the network are presented, highlighting the connections between the indicators for both groups. Key network metrics such as centrality and degree centrality are also reported, providing insights into the interconnectedness of the psychological markers within the context of insomnia. Table 1 . Descriptive Statistics of Research Markers in Students without Insomnia Maximum Minimum Std. deviation Mean markers 19 0 4 6.01 Stress 12 0 2.75 3 Anxiety 17 0 3.78 3.92 Depression 15 3 2.51 10.73 Emotional Stability Personality traits 15 3 2.42 12.20 Openness To Experience 15 3 2.67 10.56 Conscientiousness 15 8 2.09 12.07 Agreeableness 15 4 2.88 10.17 Extraversion 20 4 3.29 10.25 Self-Blame cognitive emotion regulation 20 5 4.57 11.58 Acceptance 20 4 3.41 12.20 Rumination 20 4 3.99 12.51 Positive Refocusing 20 5 4.09 14.29 Refocus On Planning 20 4 4.29 14.26 Positive Reappraisal 20 5 3.29 11.96 Putting Into Perspective 19 4 3.29 9.04 Catastrophizing 20 4 2.91 8.20 Other Blame 10 2 1.65 4.42 All Or Nothing Thinking cognitive errors 10 2 1.63 5.39 Over Generalization 10 2 1.73 4.66 Mental Filters 10 2 2 4.43 Disqualifying The Positive 10 2 1.85 4.78 Jumping To Conclusions 10 2 2.07 5.58 Magnification And Minimization 10 2 3.50 4.63 Emotional Reasoning 10 2 1.94 5.64 Should Statement 10 2 2.11 4.25 Labeling 10 2 1.79 4.59 Personalization And Blame Table 2 . Descriptive Statistics of Research Markers in Students with Insomnia Maximum Minimum Std. deviation Mean markers 19 0 4.49 9.95 Stress 12 0 4.31 6.99 Anxiety 17 0 4.67 7.68 Depression 15 3 3.09 8.29 Emotional Stability Personality traits 15 3 2.76 11.73 Openness To Experience 15 3 2.54 8.95 Conscientiousness 15 8 2.51 11.35 Agreeableness 15 4 2.82 9.50 Extraversion 20 4 3.18 10.63 Self-Blame cognitive emotion regulation 20 5 2.95 11.76 Acceptance 20 4 3.94 12.74 Rumination 20 4 3.40 11.24 Positive Refocusing 20 5 4.14 12.36 Refocus On Planning 20 4 3.67 12.19 Positive Reappraisal 20 5 3.30 11.60 Putting Into Perspective 19 4 3.18 10.84 Catastrophizing 20 4 3.03 9.66 Other Blame 10 2 1.61 5.15 All Or Nothing Thinking cognitive errors 10 2 1.77 6.40 Over Generalization 10 2 1.96 5.75 Mental Filters 10 2 2.18 5.49 Disqualifying The Positive 10 2 2.02 6.01 Jumping To Conclusions 10 2 1.74 6.49 Magnification And Minimization 10 2 2.06 5.44 Emotional Reasoning 10 2 1.85 6.65 Should Statement 10 2 1.97 5.30 Labeling 10 2 2.12 5.80 Personalization And Blame This study reveals that a substantial proportion of students experience symptoms of insomnia. Specifically, 29.2% of students report mild insomnia, 40.2% exhibit moderate symptoms, and 30.7% demonstrate severe insomnia. Collectively, these findings indicate that 70.9% of students show signs of insomnia. Further analysis of the research indicators is provided in Tables 3 and 4, which present detailed correlation matrices for both groups—students with insomnia and those without. These matrices illustrate the relationships between various psychological markers, including cognitive distortions, stress, anxiety, depression, personality traits, and emotion regulation strategies, enhancing the understanding of insomnia among students. Figures 1, 3, and 5 illustrate the communication network of insomnia-related indicators among students without insomnia, while Figures 2, 4, and 6 present the corresponding network for students with insomnia. These visualizations are based on centrality measures, including degree centrality (DC), betweenness centrality (BC), and information centrality (IC). The centrality metrics for both groups are summarized in Tables 5 and 6. All values reported in the indicator tables and figure captions, based on these measures, are presented as percentages. Table 5 . IC, DC, and BC Indices of Insomnia Markers in Students without Insomnia %DC %BC %IC Markers 0 0 1.46 Stress 1 0 0 3.29 Anxiety 2 0 0 1.53 Depression 3 0 0 4.44 Emotional Stability 4 0 0 4.11 Openness To Experience 5 0 0 2.89 Conscientiousness 6 0 0 3.46 Agreeableness 7 0 0 4.85 Extraversion 8 5.89 3.69 4.93 Self-Blame 9 6.34 6.92 5.63 Acceptance 10 3.97 2.46 5.31 Rumination 11 1.07 1.84 5.29 Positive Refocusing 12 4.57 0 1.90 Refocus On Planning 13 2.69 0 3.43 Positive Reappraisal 14 4.34 1.23 4.04 Putting Into Perspective 15 5.10 1.53 3.53 Catastrophizing 16 6.24 1.23 4.57 Other Blame 17 4.44 0 1.72 All Or Nothing Thinking 18 4.62 0 3.35 Over Generalization 19 4.15 0 5.41 Mental Filters 20 8.99 0 4.63 Disqualifying The Positive 21 5.83 0 4.36 Jumping To Conclusions 22 7.09 0 2.18 Magnification And Minimization 23 12.14 0 4.34 Emotional Reasoning 24 3.24 0 2.22 Should Statement 25 3.34 0 4.29 Labeling 26 5.83 0 2.70 Personalization And Blame 27 Table 6 . IC, DC, and BC Indices of Insomnia Markers in Students with Insomnia %DC %BC %IC Markers 0 0 3.63 Stress 1 0 0 3.14 Anxiety 2 0 0 4.81 Depression 3 0 0 3.67 Emotional Stability 4 0.94 2 4.31 Openness To Experience 5 1.43 0.30 3.12 Conscientiousness 6 1.91 1.84 3 Agreeableness 7 4.23 2 3.12 Extraversion 8 2.11 7.38 4.54 Self-Blame 9 6.04 3.23 4.21 Acceptance 10 2.69 1.84 4.52 Rumination 11 3.56 0.46 3.88 Positive Refocusing 12 6.61 0 3.74 Refocus On Planning 13 5.44 0 4.16 Positive Reappraisal 14 0 0 3.63 Putting Into Perspective 15 0.31 3.23 4.40 Catastrophizing 16 6.24 2 4.58 Other Blame 17 5.58 6.15 4.33 All Or Nothing Thinking 18 9.61 5.84 4.23 Over Generalization 19 1.53 0 2.91 Mental Filters 20 5.60 0 3.92 Disqualifying The Positive 21 3.26 0 3.44 Jumping To Conclusions 22 7.63 0 5.21 Magnification And Minimization 23 6.72 0 2.20 Emotional Reasoning 24 3.52 0 1.79 Should Statement 25 5.14 0 3.72 Labeling 26 4.26 0 2.58 Personalization And Blame 27 Figures 1 and 2 depict the direct relationships between insomnia markers in students with and without insomnia, focusing on the Information Centrality (IC) index. These figures provide a detailed view of how the various psychological markers of insomnia are interconnected within each group. The colors used in this framework represent the relative significance of the markers. The color spectrum ranges from warm colors, indicating greater importance, to cooler colors, signifying lesser importance. For example, a marker in red holds a higher significance compared to those in cooler shades. detailed analysis of Figures 1 and 2 reveals that stress plays a significant role in the dynamics of information exchange among students with insomnia, with an Information Centrality (IC) of 3.63, compared to 1.46 for students without insomnia. This highlights stress as a major factor for students suffering from insomnia. Similarly, depression shows a striking contrast: students with insomnia have an IC of 4.81, while those without insomnia score only 1.53, indicating a significant difference. Key indicators that differentiate the networks of students with and without insomnia include positive refocusing and refocusing on planning. In students with insomnia, positive refocusing has an IC of 3.88, whereas it is higher in students without insomnia at 5.29. Conversely, refocusing on planning is more pronounced among students with insomnia, showing an IC of 3.74, compared to 1.90 in students without insomnia. This suggests that students with insomnia engage less in positive refocusing but demonstrate a stronger inclination towards planning refocusing. The perspective-taking indicator also shows a notable discrepancy, with students with insomnia scoring an IC of 2.70, compared to 4.04 for those without insomnia. The "all-or-nothing" thinking indicator shows a similar contrast, with students with insomnia exhibiting an IC of 4.33, while those without insomnia score just 0.72. The mental filter index demonstrates a significant difference as well, with students without insomnia achieving an IC of 5.41, compared to 2.91 for those with insomnia. Further differences are observed in the Magnification and Minimization and emotional reasoning indicators. Students with insomnia show an IC of 5.21 for Magnification and Minimization, while their counterparts without insomnia score only 2.18. The emotional reasoning index follows a similar trend, with students with insomnia having an IC of 2.27, compared to 4.34 in students without insomnia. In summary, all-or-nothing thinking remains a strong differentiator between the two groups, with students with insomnia showing an IC of 4.33 compared to 1.72 in those without insomnia. Similarly, the mental filter index further supports this distinction, with students without insomnia scoring 5.41 and students with insomnia scoring 2.91. The differences in the macro vision indicator are especially pronounced, with students with insomnia achieving an IC of 5.21, while those without insomnia score only 2.18. Figures 3 and 4 provide additional insights into the communication network of research indicators based on the Degree of Centrality (DC) index, further reinforcing the clear distinctions between students with and without insomnia. It is essential to note that the Degree of Centrality (DC) index reflects the activity and significance of various markers within the networks of students with insomnia, compared to those without. The results demonstrate that the conscientiousness marker in students with insomnia holds a notable DC value of 1.43, whereas the same marker in students without insomnia is absent (DC = 0). This pattern is consistently observed across other personality traits, particularly agreeableness and extraversion. In students with insomnia, agreeableness exhibits a DC value of 1.91, and extraversion shows a DC value of 4.23, both of which are absent in students without insomnia. The self-blame indicator also reveals a significant difference: students with insomnia have a DC of 2.11, while those without insomnia have a significantly higher DC of 5.89. Additionally, three key emotion regulation markers—positive refocusing, refocusing on planning, and re-evaluation—distinctly differentiate the networks of students with insomnia from those without. In students with insomnia, positive refocusing has a DC of 3.56, compared to 1.07 in those without insomnia. In the refocusing on planning category, students with insomnia have a DC of 6.61, while students without insomnia have a DC of 4.57. Similarly, the re-evaluation marker for students with insomnia is 5.44, contrasting with 2.69 in students without insomnia. Striking disparities in cognitive errors are also observed. For example, the catastrophizing marker has a DC value of 0.31 in students with insomnia, compared to 5.10 in those without insomnia. Another notable cognitive distortion, exaggerated generalization, shows a DC of 9.61 in students with insomnia, while it is 4.62 for students without insomnia, highlighting a substantial difference in activity levels. Further differences are observed in three additional cognitive distortions: mental filtering, neglecting the positive, and hasty conclusions. Students with insomnia show DC values of 1.53 for mental filtering, 5.60 for neglecting the positive, and 3.26 for hasty conclusions, while students without insomnia report DC values of 4.15, 8.99, and 5.83 for these respective markers. The emotional reasoning marker stands out with a marked difference. In students with insomnia, the DC value is 6.72, whereas it increases significantly to 12.14 in students without insomnia. This notable difference will be further discussed in the following chapter. Figures 5 and 6 visually depict the differences in the Betweenness Centrality (BC) index across the communication networks of students with and without insomnia. The Betweenness Centrality index primarily reflects the mediation role of various markers within the networks. Table 6 clearly demonstrates that the BC values for students with insomnia in three personality traits—openness to experience, agreeableness, and extraversion—are notably BC = 2, BC = 1.84, and BC = 2, respectively. In contrast, students without insomnia show zero BC values in these traits (see Table 5). Regarding emotional regulation, the self-blame indicator reveals a significantly higher BC value of 7.38 among students with insomnia compared to 3.69 in students without insomnia, highlighting a greater mediation effect in the insomnia group. However, the indicators for acceptance, rumination, and positive refocusing exhibit higher mediation in students without insomnia. Specifically, the BC values for these indicators are 6.92 for self-admission, 2.46 for rumination, and 1.84 for positive refocusing in the non-insomnia group. In contrast, these values in the insomnia group are BC = 3.23 for self-admission, BC = 1.84 for rumination, and BC = 0.46 for positive refocusing. The results in Table 6 also demonstrate the BC index values related to cognitive distortions in students with insomnia. Notably, the BC values for catastrophizing and blaming others are 3.23 and 2.00, respectively, in the insomnia group. In comparison, students without insomnia show significantly lower BC values of 1.53 and 1.23 for the same indicators (see Table 5). A marked difference is observed in the indicators of all-or-nothing thinking and overgeneralization. For students with insomnia, the BC values are high—6.15 and 5.84, respectively—while students without insomnia exhibit no BC values for these indicators. In summary, the mediation results from the insomnia group suggest that three specific cognitive distortions—self-blame, all-or-nothing thinking, and overgeneralization—account for a substantial portion of betweenness centrality. In contrast, students without insomnia exhibit a greater percentage of betweenness in the acceptance indicator. Discussion This study aimed to explore the differences in communication networks of psychological indicators associated with insomnia in students, comparing those with insomnia to those without. By analyzing the Information Centrality (IC), Degree Centrality (DC), and Betweenness Centrality (BC) indices, we identified critical psychological markers that significantly impact the sleep networks of students suffering from insomnia. Our findings provide valuable insights into the interactions between these markers and underscore the primary factors influencing the sleep quality of students with insomnia. The results clearly indicate that stress plays a pivotal role in the communication networks of insomnia-related markers. In students with insomnia, stress is deeply integrated into their networks, influencing various components such as emotional reasoning, labeling, neglecting the positive, cognitive perspectives, blaming others, mental filtering , and overgeneralization . These interconnected stress markers suggest a pervasive influence, exacerbating sleep disturbances by intensifying emotional, physical, and cognitive responses [ 28 ] .This finding aligns with the work of Bernert [ 29 ], who observed a strong link between stress and sleep disturbances. Depression also plays a substantial role in the insomnia network. Students with insomnia exhibit a more extensive connection to depression-related markers, as it affects six markers in this group, whereas it impacts only two markers in students without insomnia. Symptoms such as unstable moods, lack of pleasure, and restlessness contribute to the disruption of sleep [ 30 ] .This highlights the importance of addressing depression in the treatment of insomnia. Regarding emotion regulation , we found that students with insomnia demonstrated less positive refocusing than students without insomnia. Positive refocusing involves shifting attention toward positive aspects of a situation, which has been shown to promote better mental health [ 26 ] .This ability to shift focus seems impaired in students with insomnia, potentially due to heightened stress and cognitive preoccupation. In contrast, planning refocusing scores were higher among students with insomnia, suggesting that these students engage in excessive cognitive activity in an attempt to cope with their issues. However, this heightened focus on planning may prevent them from fully relaxing, exacerbating insomnia. Another key cognitive emotion regulation strategy is putting into perspective , which involves comparing one’s difficulties to more severe situations to reduce emotional impact. This strategy was more prevalent in students without insomnia, who used it to mitigate sleep issues by reducing catastrophizing and emotional intensity. Cognitive distortions , such as all-or-nothing thinking and overgeneralization , were more pronounced in students with insomnia. These errors involve perceiving situations in extreme terms, amplifying their significance, and making it harder to achieve restful sleep. Students with insomnia exhibited stronger centrality for these cognitive errors, highlighting their critical role in exacerbating sleep problems. Interestingly, mental filtering (focusing only on the negative aspects of a situation) was more common in students without insomnia. However, this distortion had a less detrimental impact on their sleep networks, suggesting that mental filtering may serve as a coping mechanism rather than a source of disturbance for this group. The emotional reasoning cognitive error, which involves equating negative emotions with reality, was more active in the networks of students without insomnia. This suggests that students without insomnia might have better coping mechanisms for managing their emotional responses, allowing them to experience fewer sleep disturbances. In terms of the Degree Centrality (DC) index, we observed that students with insomnia exhibited higher DC values for traits like conscientiousness, agreeableness , and extraversion compared to students without insomnia. These personality traits, which involve sensitivity and responsiveness to external stimuli, may contribute to the exacerbation of insomnia. Conscientiousness, agreeableness, and extraversion are associated with heightened emotional and cognitive responses, which can activate other insomnia-related factors and intensify sleep problems. Interestingly, the self-blame indicator was more active in students without insomnia in terms of DC. However, it played a significantly higher Betweenness Centrality (BC) role in the networks of students with insomnia. Self-blame, which involves attributing responsibility for negative events to oneself, can amplify feelings of guilt and worsen insomnia [ 26 ] .Although self-blame was more prevalent in students without insomnia, it was a central mediating factor in the insomnia network, suggesting its critical role in linking various cognitive and emotional markers. Our analysis of emotion regulation strategies revealed that students with insomnia had higher DC values for positive refocusing, planning refocusing , and re-evaluation , indicating that even adaptive strategies can contribute to insomnia when overused. These strategies, generally beneficial for managing emotions, may paradoxically lead to rumination and mental preoccupation, preventing adequate sleep. One of the most significant findings of this research is the role of personality traits in insomnia. Traits such as openness to experience, conscientiousness, agreeableness , and extraversion were found to mediate the sleep networks in students with insomnia but not in those without. These traits, associated with heightened sensitivity to external stimuli, may increase emotional and cognitive responses, making it more difficult for students to sleep. This challenges the view of insomnia as purely pathological, suggesting that certain personality traits may predispose individuals to insomnia, especially when paired with heightened emotional responses. The Betweenness Centrality (BC) index further revealed that four personality traits— openness to experience , conscientiousness, agreeableness , and extraversion —played a mediating role in the insomnia networks. These traits, which are linked to emotional reactivity and sensitivity, contribute to the cognitive and emotional patterns that hinder restful sleep. Cognitive errors like catastrophizing and blaming others were found to be central in the networks of students with insomnia. These errors, which involve perceiving situations as catastrophic and attributing blame, reinforce cognitive and emotional patterns that disrupt sleep. Similarly, all-or-nothing thinking and exaggerated generalization were central in the networks of students with insomnia, further exacerbating sleep problems. Conclusion The findings of this study underscore the complex interplay between psychological factors, personality traits, and cognitive processes in the development and maintenance of insomnia. By analyzing communication networks based on centrality indices, we identified key markers that differentiate students with and without insomnia. These results have important implications for therapeutic interventions targeting insomnia, suggesting that addressing both negative and positive cognitive patterns could significantly improve sleep quality in students. Therapists and counselors should consider personality traits and cognitive styles when developing interventions to better address the root causes of insomnia. Limitations This study was conducted among students at the University of Isfahan, limiting the generalizability of the findings to other populations. Therefore, caution is advised when attempting to apply these results to different demographic groups, academic settings, or cultural contexts. Future Directions This study highlights several important directions for future research. One key direction is the exploration of psychological networks related to insomnia in longitudinal studies. Examining how these networks evolve over time and across various academic stages or age groups could provide deeper insights into the causal mechanisms of insomnia and identify critical intervention points. Expanding this research to include diverse populations from different cultural, occupational, or geographical backgrounds would enhance the generalizability of the findings. Another promising avenue is to investigate the effectiveness of targeted cognitive-behavioral interventions such as cognitive restructuring or mindfulness-based techniques. These interventions could be assessed for their impact on improving sleep quality and altering the psychological processes that contribute to insomnia. Implications of the Study The findings of this study emphasize the central role that psychological factors—such as stress, depression , and cognitive distortions —play in contributing to insomnia. These insights are essential for mental health professionals and educators, highlighting the importance of interventions that target stress reduction, emotional regulation , and maladaptive cognitive patterns (such as catastrophizing and all-or-nothing thinking). Educational institutions should implement programs that foster positive coping strategies and build resilience in students, helping to reduce insomnia. Promoting emotional awareness, stress management, and adaptive cognitive strategies will improve student well-being, creating a healthier and more supportive academic environment. Significance and Conclusions In conclusion, this study reveals the intricate relationship between cognitive distortions, emotional regulation, and personality traits in the development of insomnia. The research underscores that insomnia is not solely caused by negative psychological factors but can also be influenced by certain positive cognitive strategies that paradoxically exacerbate sleep difficulties. These findings suggest that holistic interventions that address both negative and positive cognitive patterns may be the most effective. Tailoring interventions to individual psychological profiles will increase the efficacy of insomnia treatments, fostering better sleep quality and mental health across diverse populations and academic environments. Declarations Ethics approval and consent to participate: This study was approved by the Ethics Committee of Shiraz University (Ethics approval number: IR.SUMS.REC.1403.129). Written informed consent was obtained from all participating students and their supervisors prior to participation. This study was conducted in accordance with the Declaration of Helsinki. Clinical trial number: not applicable. Consent for publication: All authors consent to the publication of this manuscript. Data Availability Statement: The data supporting the findings of this study are available upon reasonable request from the corresponding author. Funding: Not applicable. Competing interests: The authors declare no competing interests. Authors' contributions: N.M. conceptualized and designed the study, led the project, collected and analyzed the data, and wrote the initial draft of the manuscript. F.K. provided critical feedback on the study design, data analysis, and manuscript draft, and contributed to the revision of the manuscript. All authors have read and approved the final version of the manuscript. Acknowledgements: The authors would like to thank all the students and supervisors who participated in this study. Authors' information: Niloufar Moohebat PhD Candidate, Department of Educational Psychology University of Shiraz, Shiraz, Iran Email: [email protected] ORCID: 0009-0003-6144-9661 Farhad Khormaei (Corresponding Author) Associate Professor, Department of Educational Psychology University of Shiraz, Shiraz, Iran Email: [email protected] ORCID: 0000-0001-9357-7068 References Morin, C. M., & Jarrin, D. C. (2022). Epidemiology of insomnia: Prevalence, course, risk factors, and public health burden. Sleep Medicine Clinics , 17, 173–191. https://doi.org/10.1016/j.jsmc.2022.03.003 Jiang, X. L., Zheng, X. Y., Yang, J., Ye, C. P., Chen, Y. Y., Zhang, Z. G., & Xiao, Z. J. 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G., Reider, B. D., Whiting, A. B., & Prichard, J. R. (2010). Sleep patterns and predictors of disturbed sleep in a large population of college students. Journal of Adolescent Health , 46, 124–132. https://doi.org/10.1016/j.jadohealth.2009.06.016 Gordon, A. M., & Chen, S. (2013). The role of sleep in interpersonal conflicts: Do sleepless nights mean worse fights? Psychological and Personality Science , 14, 1–8. Thacher, P. V. (2008). University students and "the all-nighter": Correlates and patterns of students' engagement in a single night of total sleep deprivation. Behavioral Sleep Medicine , 6, 16–31. https://doi.org/10.1080/15402000701796114 Bootzin, R. R. (1972). Stimulus control treatment for insomnia. Proceedings of the 80th Annual Convention of the APA , 395–396. Spielman, A. J., Caruso, L. S., & Glovinsky, P. B. (1987). A behavioral perspective on insomnia treatment. Psychiatric Clinics of North America , 10, 541–553. Perlis, M. L., Giles, D. E., Mendelson, W. B., Bootzin, R. R., & Wyatt, J. K. (1997). Psychophysiological insomnia: The behavioral model and a neurocognitive perspective. Journal of Sleep Research , 6, 179–188. https://doi.org/10.1046/j.1365-2869.1997.00045.x Perlis, M., Shaw, P. J., Cano, G., & Espie, C. A. (2010). Models of insomnia. In Principles and Practice of Sleep Medicine (5th ed., pp. 850–865). Elsevier. https://doi.org/10.1016/B978-1-4160-6645-3.00078-5 Eidelman, P., Talbot, L., Ivers, H., Bélanger, L., Morin, C. M., & Harvey, A. G. (2016). Change in dysfunctional beliefs about sleep in behavior therapy, cognitive therapy, and cognitive-behavioral therapy for insomnia. Behavior Therapy , 47, 102–115. https://doi.org/10.1016/j.beth.2015.10.002 Lustberg, L., & Reynolds, C. F. (2000). Depression and insomnia: Questions of cause and effect. Sleep Medicine Reviews , 4, 253–262. https://doi.org/10.1053/smrv.1999.0075 Staner, L. (2003). Sleep and anxiety disorders. Dialogues in Clinical Neuroscience , 5, 249–258. Dekker, K., Blanken, T. F., & Van Someren, E. J. (2017). Insomnia and personality–a network approach. Brain Sciences , 7, 28. https://doi.org/10.3390/brainsci7030028 Akram, U., Gardani, M., Akram, A., & Allen, S. (2019). Anxiety and depression mediate the relationship between insomnia symptoms and the personality traits of conscientiousness and emotional stability. Heliyon , 5, e01939. https://doi.org/10.1016/j.heliyon.2019.e01939 Schmidt, R. E., Renaud, O., & Van der Linden, M. (2011). Nocturnal regrets and insomnia in elderly people. International Journal of Aging and Human Development , 73, 371–393. https://doi.org/10.2190/AG.73.4.f Schmidt, R. E., & Van der Linden, M. (2013). Feeling too regretful to fall asleep: Experimental activation of regret delays sleep onset. Cognitive Therapy and Research , 37, 872–880. https://doi.org/10.1007/s10608-013-9532-5 Espie, C. A., Broomfield, N. M., MacMahon, K. M., Macphee, L. M., & Taylor, L. M. (2006). The attention-intention-effort pathway in the development of psychophysiological insomnia: A theoretical review. Sleep Medicine Reviews , 10, 215–245. https://doi.org/10.1016/j.smrv.2006.03.002 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement , 30, 607–610. Lynch, T. R., Morse, J. Q., Mendelson, T., & Robins, C. J. (2003). Dialectical behavior therapy for depressed older adults: A randomized pilot study. American Journal of Geriatric Psychiatry , 11, 33–45. Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Journal of Personality and Social Psychology , 59, 1216–1229. Khormaei, F. (2007). Explanation the causal model of personality traits, motivational orientations and cognitive learning styles. PhD thesis, Shiraz University. Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the Depression Anxiety Stress Scales (2nd ed.). Psychology Foundation: Sydney. Garnefski, N., Van Den Kommer, T., Kraaij, V., Teerds, J., Legerstee, J., & Onstein, E. (2002). The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between a clinical and nonclinical sample. European Journal of Personality , 16, 403–420. Abdollahzadeh, H., & Salar, M. (2010). Design and validating of cognitive distortions questionnaire . Tehran, Iran: Azmoon Yar Puya Institute. Moghimi, S. M. (2006). Organization and management research approach . Tehran, Iran: Terme Publication, pp. 401–403. Bernert, R. A., Merrill, K. A., Braithwaite, S. R., Van Orden, K. A., & Joiner, T. E., Jr. (2007). Family life stress and insomnia symptoms in a prospective evaluation of young adults. Journal of Family Psychology , 21, 58–66. https://doi.org/10.1037/0893-3200.21.1.58 Halgin, P. R., & Whitbourne, S. K. (2003). Abnormal psychology: Clinical perspectives on psychological disorders (4th ed.). McGraw-Hill College. Table 3,4 Table 3,4 are available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Table34.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6596455","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":459310734,"identity":"da1d5d06-7587-4be9-a53c-dc38c36bff79","order_by":0,"name":"Niloufar Moohebat","email":"","orcid":"","institution":"Shiraz University","correspondingAuthor":false,"prefix":"","firstName":"Niloufar","middleName":"","lastName":"Moohebat","suffix":""},{"id":459310735,"identity":"61ec96a4-363d-474f-96c9-c2518ab65bb5","order_by":1,"name":"Farhad Khormaei","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4klEQVRIie3PsQrCMBCA4YNCXQ66plh9hkDASfRVGgKdorODSEToaFfBV3FIKXSquHa0SycXHcRJrQguYq2bQ34IgcDHXQBMpj+MkOeNDiDo17PfhLjqVwJUY8PF3PUiPeXTvsd22ziZTGdctZI9FJvPpO2lYi3TAHv52I+z1OYKAwp++Zl0iWSWtJOKII2VjVyBrP6iv5HrDVmUVeRKuHIO9aT9IKNQIwVJ43lIuSJfprirQFijpUCSP8jSZyEpqa4jJBeJJc+DoRNl7KjOs07kiKK41JD37Or8BEwmk8n03h0qp05qOCLA1gAAAABJRU5ErkJggg==","orcid":"","institution":"Shiraz University","correspondingAuthor":true,"prefix":"","firstName":"Farhad","middleName":"","lastName":"Khormaei","suffix":""}],"badges":[],"createdAt":"2025-05-05 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2","display":"","copyAsset":false,"role":"figure","size":1689323,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship of Markers Based on IC Index in Students with Insomnia\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6596455/v1/4c55c2c97f652e853944eba5.png"},{"id":83298858,"identity":"f486c048-86ed-496d-b2e5-e432e1bc8b3f","added_by":"auto","created_at":"2025-05-22 14:36:55","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":1624215,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship of Markers Based on DC Index in Students without Insomnia\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6596455/v1/edf7e1f3dbeb9d079ed2e56a.png"},{"id":83299826,"identity":"29a8cb00-721f-4caa-8057-6093c4ec6a34","added_by":"auto","created_at":"2025-05-22 14:44:55","extension":"png","order_by":4,"title":"Figure 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6","display":"","copyAsset":false,"role":"figure","size":1756530,"visible":true,"origin":"","legend":"\u003cp\u003eRelationship of Markers Based on BC Index in Students with Insomnia\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-6596455/v1/0cbc36ea5c6d7d5912b7eaa3.png"},{"id":85787159,"identity":"17cf4d1e-9350-4c82-868e-52ef0619d44d","added_by":"auto","created_at":"2025-07-01 16:31:47","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":12784934,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6596455/v1/ad03d4aa-7492-480c-8797-962492c68936.pdf"},{"id":83298854,"identity":"39c6a12d-b8a2-4ac9-aef5-92c20b4c8bee","added_by":"auto","created_at":"2025-05-22 14:36:55","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":52204,"visible":true,"origin":"","legend":"","description":"","filename":"Table34.docx","url":"https://assets-eu.researchsquare.com/files/rs-6596455/v1/7401fd3da509b65255d814a6.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Sleep and Insomnia in College Students: A Network Analysis Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eInsomnia is a prevalent condition affecting a substantial portion of the global population, with estimated prevalence rates ranging from 5% to 50%, depending on diagnostic criteria and reported symptoms [1]. It is typically characterized by persistent difficulty initiating or maintaining sleep, often accompanied by early morning awakenings and an inability to return to sleep. College students exhibit disproportionately high rates of insomnia compared to the general population, which significantly impacts their academic performance and psychological well-being [2]. A study by Hicks [3] highlighted a marked increase in sleep disturbances among students, rising from 26.7% in 1982 to 68.3% in recent years.\u003c/p\u003e\n\u003cp\u003eThe adverse consequences of insomnia are well-documented. These include impaired cognitive functioning, memory consolidation difficulties [4], reduced problem-solving capacity, diminished creativity [5], lower life satisfaction [6], and increased mood disturbances and interpersonal difficulties [7]. Such effects can ultimately undermine academic success and increase the risk of school dropout and underemployment [8].\u003c/p\u003e\n\u003cp\u003eThe etiology of insomnia is multifactorial, involving biological, psychological, and environmental contributors. Several theoretical models have been proposed to explain its onset and persistence, including the stimulus control model [9], the 3P model [10], the neurocognitive model [11], and the psychological inhibition model [12]. The stimulus control model emphasizes maladaptive conditioning, in which sleep-related stimuli (e.g., the bed or bedroom) become associated with wakeful activities, thereby disrupting sleep patterns. The 3P model posits that insomnia arises from a combination of predisposing (e.g., genetic and psychological traits), precipitating (e.g., stress), and perpetuating (e.g., maladaptive coping behaviors) factors [12].\u003c/p\u003e\n\u003cp\u003eThe neurocognitive model expands on the 3P framework, proposing that heightened cortical, cognitive, and physiological arousal\u0026mdash;particularly during sleep onset and non-REM sleep\u0026mdash;underpins insomnia [11]. The psychological inhibition model further implicates stress-induced arousal, both physiological and psychological, in the exacerbation of insomnia symptoms [12].\u003c/p\u003e\n\u003cp\u003eCognitive and psychological factors play a critical role in the maintenance of insomnia. Cognitive distortions\u0026mdash;such as negative beliefs about sleep, excessive worry, and rumination\u0026mdash;have been associated with persistent sleep disturbances [13].\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003eSpecific personality traits, including high neuroticism, perfectionism, and low conscientiousness, are also linked to an increased risk of insomnia, with evidence suggesting that anxiety and depression may mediate these associations [16, 17]\u003c/p\u003e\n\u003cp\u003eEmotion regulation is another key factor influencing sleep quality. Maladaptive cognitive-emotional strategies\u0026mdash;such as worry or regret before bedtime\u0026mdash;can delay sleep onset or impair sleep continuity [18,19]. However, the role of emotional arousal remains complex; both positive and negative emotions may interfere with sleep, depending on their intensity [20].\u003c/p\u003e\n\u003cp\u003eGiven these multifaceted contributors, the present study aims to investigate psychological markers of insomnia in college students using a network analysis approach. By modeling the complex interrelations among cognitive distortions, emotional regulation strategies, personality traits, stress, anxiety, and depression, this study seeks to offer an integrated perspective on the psychological underpinnings of insomnia in this population. The findings may inform more effective interventions to enhance student well-being and academic performance\u003cspan dir=\"RTL\"\u003e.\u003c/span\u003e\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eEthical Considerations\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Ethics Committee of Shiraz University (Ethics approval number: IR.SUMS.REC.1403.129). Written informed consent was obtained from all participating students and their supervisors prior to participation.\u003c/p\u003e\n\u003cp\u003eProcedure and Participants\u003c/p\u003e\n\u003cp\u003eThe study involved a systematic review of research on insomnia conducted between 1972 and 2023, identifying 27 psychological markers that have been widely studied in recent years. Using a comparative adaptive network mapping method, the research analyzed insomnia marker networks in two groups: students with insomnia and those without. The participants were undergraduate students from Isfahan University, Iran, selected through multi-stage cluster random sampling, based on the Krejcie and Morgan formula [21]. This resulted in a total sample of 391 students. Participants were classified into two groups based on the Lynch Sleep Questionnaire: 120 students with insomnia (56 women, 64 men) and 114 students without insomnia (45 women, 69 men).\u003c/p\u003e\n\u003cp\u003eData were collected using several tools: the Lynch Sleep Questionnaire, the Five-Factor Personality Questionnaire, the Depression-Anxiety-Stress Scale (DASS-21), the Cognitive Distortion Questionnaire, and the Cognitive Emotion Regulation Questionnaire. The collected data were analyzed using SPSS 27, and network data were processed using Ucinet6 and Social Network Visualizer software.\u003c/p\u003e\n\u003cp\u003eMeasurements\u003c/p\u003e\n\u003cp\u003eData were collected using several standardized self-report questionnaires:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLynch Sleep Questionnaire\u003c/strong\u003e [22] is designed to assess sleep disturbances across three domains: difficulty falling asleep, maintaining sleep, and nocturnal awakenings. It includes 17 binary (yes/no) items, with total scores ranging from 0 to 17. Scores of 0\u0026ndash;3 indicate mild insomnia, 4\u0026ndash;7 moderate insomnia, and 8 or more severe insomnia. In the present study, internal consistency was acceptable (Cronbach\u0026rsquo;s alpha = 0.76). Validity was supported through correlation with the total score, yielding coefficients of 0.81, 0.85, and 0.81 for the subscales of sleep onset, duration, and awakening, respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBig Five Personality Factors Questionnaire\u003c/strong\u003e [23] was used to assess the five core personality dimensions based on the lexical approach. For the current study, 15 items were selected from the 50-item version to minimize participant burden while preserving psychometric quality, following recommendations by previous research [24]. Each trait was measured using three items, with responses rated on a 5-point Likert scale ranging from \u0026ldquo;completely true\u0026rdquo; (5) to \u0026ldquo;completely false\u0026rdquo; (1). Confirmatory factor analysis supported the five-factor structure, with factor loadings for neuroticism (0.73), openness (0.76), conscientiousness (0.56), agreeableness (0.64), and extraversion (0.74).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDepression Anxiety Stress Scales (DASS-21)\u003c/strong\u003e [25] is a 21-item scale measuring symptoms of depression, anxiety, and stress. Participants responded on a 4-point Likert scale. The original Cronbach\u0026rsquo;s alpha values for the subscales were reported as 0.89 for depression, 0.84 for anxiety, and 0.82 for stress. In this study, the internal consistency for the total scale was 0.89, with subscale reliabilities of 0.80, 0.78, and 0.79, respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCognitive Emotion Regulation Questionnaire (CERQ-P)\u003c/strong\u003e [26] assesses nine cognitive strategies used in response to negative events. It includes 36 items measuring self-blame, acceptance, rumination, positive refocusing, refocus on planning, positive reappraisal, putting into perspective, catastrophizing, and blaming others. The total scale reliability in this study was 0.83. Subscale alphas ranged from 0.47 (acceptance) to 0.74 (planning).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCognitive Distortions Questionnaire\u003c/strong\u003e [27] is a 20-item measure developed based on Albert Ellis\u0026rsquo;s theory to assess common cognitive distortions. Items are rated on a 5-point Likert scale from \u0026ldquo;completely agree\u0026rdquo; to \u0026ldquo;completely disagree.\u0026rdquo; In the current study, the scale demonstrated good internal consistency (Cronbach\u0026rsquo;s alpha = 0.84).\u003c/p\u003e\n\u003cp\u003eAnalyses\u003c/p\u003e\n\u003cp\u003eThe collected data were analyzed using SPSS 27, Ucinet6, and Social Network Visualizer software. Descriptive statistics for the psychological markers were calculated for both groups. A correlation matrix was generated to examine the relationships between these markers. Additionally, a comprehensive network analysis was conducted to visualize the interrelationships between the indicators for both groups, using network metrics such as centrality and degree centrality.\u003c/p\u003e\n"},{"header":"Findings","content":"\u003cp\u003eThis section presents the results of the statistical analysis performed on the collected data. Initially, descriptive statistics related to the research indicators for both students with insomnia and those without are provided (see Tables 1 and 2). Following this, the relationships between the indicators are examined through correlation matrices (see Tables 3 and 4).\u003c/p\u003e\n\u003cp\u003eSubsequently, a network analysis of the relationships among these indicators is conducted. Graphical representations of the network are presented, highlighting the connections between the indicators for both groups. Key network metrics such as centrality and degree centrality are also reported, providing insights into the interconnectedness of the psychological markers within the context of insomnia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1 \u003cem\u003e\u003cspan dir=\"RTL\"\u003e.\u003c/span\u003e\u003c/em\u003e\u0026nbsp;\u003c/strong\u003eDescriptive Statistics of Research Markers in Students without Insomnia\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStd. deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003emarkers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStress\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eAnxiety\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDepression\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Stability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 47px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonality traits\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOpenness To Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eConscientiousness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAgreeableness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eExtraversion\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSelf-Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 47px;\"\u003e\n \u003cp dir=\"LTR\"\u003ecognitive emotion regulation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRumination\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Refocusing\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e14.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRefocus On Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e14.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Reappraisal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePutting Into Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCatastrophizing\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOther Blame\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAll Or Nothing Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"10\" style=\"width: 47px;\"\u003e\n \u003cp dir=\"LTR\"\u003ecognitive errors\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOver Generalization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMental Filters\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDisqualifying The Positive\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eJumping To Conclusions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMagnification And Minimization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Reasoning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eShould Statement\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003eLabeling\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonalization And Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 2 \u003cem\u003e\u003cspan dir=\"RTL\"\u003e.\u003c/span\u003e\u003c/em\u003e\u0026nbsp;\u003c/strong\u003eDescriptive Statistics of Research Markers in Students with Insomnia\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStd. deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003emarkers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStress\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"RTL\"\u003e\u003cspan dir=\"LTR\"\u003eAnxiety\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDepression\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Stability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 38px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonality traits\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOpenness To Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eConscientiousness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAgreeableness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eExtraversion\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSelf-Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 38px;\"\u003e\n \u003cp dir=\"LTR\"\u003ecognitive emotion regulation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRumination\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Refocusing\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRefocus On Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Reappraisal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePutting Into Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCatastrophizing\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOther Blame\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAll Or Nothing Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"10\" style=\"width: 38px;\"\u003e\n \u003cp dir=\"LTR\"\u003ecognitive errors\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOver Generalization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMental Filters\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDisqualifying The Positive\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eJumping To Conclusions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMagnification And Minimization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Reasoning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eShould Statement\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003eLabeling\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonalization And Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;This study reveals that a substantial proportion of students experience symptoms of insomnia. Specifically, 29.2% of students report mild insomnia, 40.2% exhibit moderate symptoms, and 30.7% demonstrate severe insomnia. Collectively, these findings indicate that 70.9% of students show signs of insomnia. Further analysis of the research indicators is provided in Tables 3 and 4, which present detailed correlation matrices for both groups\u0026mdash;students with insomnia and those without. These matrices illustrate the relationships between various psychological markers, including cognitive distortions, stress, anxiety, depression, personality traits, and emotion regulation strategies, enhancing the understanding of insomnia among students.\u003c/p\u003e\n\u003cp\u003eFigures 1, 3, and 5 illustrate the communication network of insomnia-related indicators among students without insomnia, while Figures 2, 4, and 6 present the corresponding network for students with insomnia. These visualizations are based on centrality measures, including degree centrality (DC), betweenness centrality (BC), and information centrality (IC). The centrality metrics for both groups are summarized in Tables 5 and 6. All values reported in the indicator tables and figure captions, based on these measures, are presented as percentages.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003cspan dir=\"RTL\"\u003e.\u0026nbsp;\u003c/span\u003e\u003c/strong\u003eIC, DC, and BC Indices of Insomnia Markers in Students without Insomnia\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"524\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e%DC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e%BC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e%IC\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMarkers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAnxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDepression\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Stability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOpenness To Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eConscientiousness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAgreeableness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eExtraversion\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSelf-Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRumination\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Refocusing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRefocus On Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Reappraisal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePutting Into Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCatastrophizing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOther Blame\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAll Or Nothing Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOver Generalization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMental Filters\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDisqualifying The Positive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eJumping To Conclusions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMagnification And Minimization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Reasoning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eShould Statement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eLabeling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonalization And Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\u0026nbsp;\u003cstrong\u003eTable 6\u003cspan dir=\"RTL\"\u003e.\u0026nbsp;\u003c/span\u003e\u003c/strong\u003eIC, DC, and BC Indices of Insomnia Markers in Students with Insomnia\n\u003c/div\u003e\n\u003cdiv\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"524\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e%DC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e%BC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e%IC\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMarkers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eStress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAnxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDepression\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Stability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOpenness To Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eConscientiousness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAgreeableness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eExtraversion\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7.38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSelf-Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRumination\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Refocusing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eRefocus On Planning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePositive Reappraisal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePutting Into Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCatastrophizing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOther Blame\u003c/p\u003e\n \u003cp dir=\"LTR\"\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eAll Or Nothing Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e9.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOver Generalization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMental Filters\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eDisqualifying The Positive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eJumping To Conclusions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e7.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMagnification And Minimization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e6.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eEmotional Reasoning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e1.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eShould Statement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e5.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e3.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003eLabeling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp dir=\"LTR\"\u003e4.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp dir=\"LTR\"\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp dir=\"LTR\"\u003e2.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePersonalization And Blame\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp dir=\"LTR\"\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;Figures 1 and 2 depict the direct relationships between insomnia markers in students with and without insomnia, focusing on the Information Centrality (IC) index. These figures provide a detailed view of how the various psychological markers of insomnia are interconnected within each group.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The colors used in this framework represent the relative significance of the markers. The color spectrum ranges from warm colors, indicating greater importance, to cooler colors, signifying lesser importance. For example, a marker in red holds a higher significance compared to those in cooler shades. detailed analysis of Figures 1 and 2 reveals that stress plays a significant role in the dynamics of information exchange among students with insomnia, with an Information Centrality (IC) of 3.63, compared to 1.46 for students without insomnia. This highlights stress as a major factor for students suffering from insomnia. Similarly, depression shows a striking contrast: students with insomnia have an IC of 4.81, while those without insomnia score only 1.53, indicating a significant difference.\u003c/p\u003e\n\u003cp\u003eKey indicators that differentiate the networks of students with and without insomnia include positive refocusing and refocusing on planning. In students with insomnia, positive refocusing has an IC of 3.88, whereas it is higher in students without insomnia at 5.29. Conversely, refocusing on planning is more pronounced among students with insomnia, showing an IC of 3.74, compared to 1.90 in students without insomnia. This suggests that students with insomnia engage less in positive refocusing but demonstrate a stronger inclination towards planning refocusing. The perspective-taking indicator also shows a notable discrepancy, with students with insomnia scoring an IC of 2.70, compared to 4.04 for those without insomnia. The \u0026quot;all-or-nothing\u0026quot; thinking indicator shows a similar contrast, with students with insomnia exhibiting an IC of 4.33, while those without insomnia score just 0.72. The mental filter index demonstrates a significant difference as well, with students without insomnia achieving an IC of 5.41, compared to 2.91 for those with insomnia.\u003c/p\u003e\n\u003cp\u003eFurther differences are observed in the Magnification and Minimization and emotional reasoning indicators. Students with insomnia show an IC of 5.21 for Magnification and Minimization, while their counterparts without insomnia score only 2.18. The emotional reasoning index follows a similar trend, with students with insomnia having an IC of 2.27, compared to 4.34 in students without insomnia. In summary, \u003cem\u003eall-or-nothing thinking\u003c/em\u003e remains a strong differentiator between the two groups, with students with insomnia showing an IC of 4.33 compared to 1.72 in those without insomnia. Similarly, the mental filter index further supports this distinction, with students without insomnia scoring 5.41 and students with insomnia scoring 2.91. The differences in the macro vision indicator are especially pronounced, with students with insomnia achieving an IC of 5.21, while those without insomnia score only 2.18.\u003c/p\u003e\n\u003cp\u003eFigures 3 and 4 provide additional insights into the communication network of research indicators based on the Degree of Centrality (DC) index, further reinforcing the clear distinctions between students with and without insomnia.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;It is essential to note that the Degree of Centrality (DC) index reflects the activity and significance of various markers within the networks of students with insomnia, compared to those without. The results demonstrate that the conscientiousness marker in students with insomnia holds a notable DC value of 1.43, whereas the same marker in students without insomnia is absent (DC = 0). This pattern is consistently observed across other personality traits, particularly agreeableness and extraversion. In students with insomnia, agreeableness exhibits a DC value of 1.91, and extraversion shows a DC value of 4.23, both of which are absent in students without insomnia.\u003c/p\u003e\n\u003cp\u003eThe self-blame indicator also reveals a significant difference: students with insomnia have a DC of 2.11, while those without insomnia have a significantly higher DC of 5.89. Additionally, three key emotion regulation markers\u0026mdash;positive refocusing, refocusing on planning, and re-evaluation\u0026mdash;distinctly differentiate the networks of students with insomnia from those without. In students with insomnia, positive refocusing has a DC of 3.56, compared to 1.07 in those without insomnia. In the refocusing on planning category, students with insomnia have a DC of 6.61, while students without insomnia have a DC of 4.57. Similarly, the re-evaluation marker for students with insomnia is 5.44, contrasting with 2.69 in students without insomnia.\u003c/p\u003e\n\u003cp\u003eStriking disparities in cognitive errors are also observed. For example, the catastrophizing marker has a DC value of 0.31 in students with insomnia, compared to 5.10 in those without insomnia. Another notable cognitive distortion, exaggerated generalization, shows a DC of 9.61 in students with insomnia, while it is 4.62 for students without insomnia, highlighting a substantial difference in activity levels.\u003c/p\u003e\n\u003cp\u003eFurther differences are observed in three additional cognitive distortions: mental filtering, neglecting the positive, and hasty conclusions. Students with insomnia show DC values of 1.53 for mental filtering, 5.60 for neglecting the positive, and 3.26 for hasty conclusions, while students without insomnia report DC values of 4.15, 8.99, and 5.83 for these respective markers.\u003c/p\u003e\n\u003cp\u003eThe emotional reasoning marker stands out with a marked difference. In students with insomnia, the DC value is 6.72, whereas it increases significantly to 12.14 in students without insomnia. This notable difference will be further discussed in the following chapter.\u003c/p\u003e\n\u003cp\u003eFigures 5 and 6 visually depict the differences in the Betweenness Centrality (BC) index across the communication networks of students with and without insomnia. The Betweenness Centrality index primarily reflects the mediation role of various markers within the networks.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eTable 6 clearly demonstrates that the BC values for students with insomnia in three personality traits\u0026mdash;openness to experience, agreeableness, and extraversion\u0026mdash;are notably BC = 2, BC = 1.84, and BC = 2, respectively. In contrast, students without insomnia show zero BC values in these traits (see Table 5).\u003c/p\u003e\n\u003cp\u003eRegarding emotional regulation, the self-blame indicator reveals a significantly higher BC value of 7.38 among students with insomnia compared to 3.69 in students without insomnia, highlighting a greater mediation effect in the insomnia group.\u003c/p\u003e\n\u003cp\u003eHowever, the indicators for acceptance, rumination, and positive refocusing exhibit higher mediation in students without insomnia. Specifically, the BC values for these indicators are 6.92 for self-admission, 2.46 for rumination, and 1.84 for positive refocusing in the non-insomnia group. In contrast, these values in the insomnia group are BC = 3.23 for self-admission, BC = 1.84 for rumination, and BC = 0.46 for positive refocusing.\u003c/p\u003e\n\u003cp\u003eThe results in Table 6 also demonstrate the BC index values related to cognitive distortions in students with insomnia. Notably, the BC values for catastrophizing and blaming others are 3.23 and 2.00, respectively, in the insomnia group. In comparison, students without insomnia show significantly lower BC values of 1.53 and 1.23 for the same indicators (see Table 5).\u003c/p\u003e\n\u003cp\u003eA marked difference is observed in the indicators of all-or-nothing thinking and overgeneralization. For students with insomnia, the BC values are high\u0026mdash;6.15 and 5.84, respectively\u0026mdash;while students without insomnia exhibit no BC values for these indicators.\u003c/p\u003e\n\u003cp\u003eIn summary, the mediation results from the insomnia group suggest that three specific cognitive distortions\u0026mdash;self-blame, all-or-nothing thinking, and overgeneralization\u0026mdash;account for a substantial portion of betweenness centrality. In contrast, students without insomnia exhibit a greater percentage of betweenness in the acceptance indicator.\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e \u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to explore the differences in communication networks of psychological indicators associated with insomnia in students, comparing those with insomnia to those without. By analyzing the Information Centrality (IC), Degree Centrality (DC), and Betweenness Centrality (BC) indices, we identified critical psychological markers that significantly impact the sleep networks of students suffering from insomnia. Our findings provide valuable insights into the interactions between these markers and underscore the primary factors influencing the sleep quality of students with insomnia.\u003c/p\u003e \u003cp\u003eThe results clearly indicate that \u003cem\u003estress\u003c/em\u003e plays a pivotal role in the communication networks of insomnia-related markers. In students with insomnia, stress is deeply integrated into their networks, influencing various components such as \u003cem\u003eemotional reasoning, labeling, neglecting the positive, cognitive perspectives, blaming others, mental filtering\u003c/em\u003e, and \u003cem\u003eovergeneralization\u003c/em\u003e. These interconnected stress markers suggest a pervasive influence, exacerbating sleep disturbances by intensifying emotional, physical, and cognitive responses [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] .This finding aligns with the work of Bernert [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], who observed a strong link between stress and sleep disturbances.\u003c/p\u003e \u003cp\u003e \u003cem\u003eDepression\u003c/em\u003e also plays a substantial role in the insomnia network. Students with insomnia exhibit a more extensive connection to depression-related markers, as it affects six markers in this group, whereas it impacts only two markers in students without insomnia. Symptoms such as unstable moods, lack of pleasure, and restlessness contribute to the disruption of sleep [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e] .This highlights the importance of addressing depression in the treatment of insomnia.\u003c/p\u003e \u003cp\u003eRegarding \u003cem\u003eemotion regulation\u003c/em\u003e, we found that students with insomnia demonstrated less \u003cem\u003epositive refocusing\u003c/em\u003e than students without insomnia. Positive refocusing involves shifting attention toward positive aspects of a situation, which has been shown to promote better mental health [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] .This ability to shift focus seems impaired in students with insomnia, potentially due to heightened stress and cognitive preoccupation. In contrast, \u003cem\u003eplanning refocusing\u003c/em\u003e scores were higher among students with insomnia, suggesting that these students engage in excessive cognitive activity in an attempt to cope with their issues. However, this heightened focus on planning may prevent them from fully relaxing, exacerbating insomnia.\u003c/p\u003e \u003cp\u003eAnother key \u003cem\u003ecognitive emotion regulation strategy\u003c/em\u003e is \u003cem\u003eputting into perspective\u003c/em\u003e, which involves comparing one\u0026rsquo;s difficulties to more severe situations to reduce emotional impact. This strategy was more prevalent in students without insomnia, who used it to mitigate sleep issues by reducing \u003cem\u003ecatastrophizing\u003c/em\u003e and emotional intensity.\u003c/p\u003e \u003cp\u003e \u003cem\u003eCognitive distortions\u003c/em\u003e, such as \u003cem\u003eall-or-nothing thinking\u003c/em\u003e and \u003cem\u003eovergeneralization\u003c/em\u003e, were more pronounced in students with insomnia. These errors involve perceiving situations in extreme terms, amplifying their significance, and making it harder to achieve restful sleep. Students with insomnia exhibited stronger centrality for these cognitive errors, highlighting their critical role in exacerbating sleep problems. Interestingly, \u003cem\u003emental filtering\u003c/em\u003e (focusing only on the negative aspects of a situation) was more common in students without insomnia. However, this distortion had a less detrimental impact on their sleep networks, suggesting that \u003cem\u003emental filtering\u003c/em\u003e may serve as a coping mechanism rather than a source of disturbance for this group.\u003c/p\u003e \u003cp\u003eThe \u003cem\u003eemotional reasoning\u003c/em\u003e cognitive error, which involves equating negative emotions with reality, was more active in the networks of students without insomnia. This suggests that students without insomnia might have better coping mechanisms for managing their emotional responses, allowing them to experience fewer sleep disturbances.\u003c/p\u003e \u003cp\u003eIn terms of the \u003cem\u003eDegree Centrality (DC)\u003c/em\u003e index, we observed that students with insomnia exhibited higher DC values for traits like \u003cem\u003econscientiousness, agreeableness\u003c/em\u003e, and \u003cem\u003eextraversion\u003c/em\u003e compared to students without insomnia. These personality traits, which involve sensitivity and responsiveness to external stimuli, may contribute to the exacerbation of insomnia. Conscientiousness, agreeableness, and extraversion are associated with heightened emotional and cognitive responses, which can activate other insomnia-related factors and intensify sleep problems.\u003c/p\u003e \u003cp\u003eInterestingly, the \u003cem\u003eself-blame\u003c/em\u003e indicator was more active in students without insomnia in terms of DC. However, it played a significantly higher \u003cem\u003eBetweenness Centrality (BC)\u003c/em\u003e role in the networks of students with insomnia. Self-blame, which involves attributing responsibility for negative events to oneself, can amplify feelings of guilt and worsen insomnia [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] .Although self-blame was more prevalent in students without insomnia, it was a central mediating factor in the insomnia network, suggesting its critical role in linking various cognitive and emotional markers.\u003c/p\u003e \u003cp\u003eOur analysis of \u003cem\u003eemotion regulation strategies\u003c/em\u003e revealed that students with insomnia had higher DC values for \u003cem\u003epositive refocusing, planning refocusing\u003c/em\u003e, and \u003cem\u003ere-evaluation\u003c/em\u003e, indicating that even adaptive strategies can contribute to insomnia when overused. These strategies, generally beneficial for managing emotions, may paradoxically lead to rumination and mental preoccupation, preventing adequate sleep.\u003c/p\u003e \u003cp\u003eOne of the most significant findings of this research is the role of \u003cem\u003epersonality traits\u003c/em\u003e in insomnia. Traits such as \u003cem\u003eopenness to experience, conscientiousness, agreeableness\u003c/em\u003e, and \u003cem\u003eextraversion\u003c/em\u003e were found to mediate the sleep networks in students with insomnia but not in those without. These traits, associated with heightened sensitivity to external stimuli, may increase emotional and cognitive responses, making it more difficult for students to sleep. This challenges the view of insomnia as purely pathological, suggesting that certain personality traits may predispose individuals to insomnia, especially when paired with heightened emotional responses.\u003c/p\u003e \u003cp\u003eThe \u003cem\u003eBetweenness Centrality (BC)\u003c/em\u003e index further revealed that four personality traits\u0026mdash;\u003cem\u003eopenness to experience\u003c/em\u003e, \u003cem\u003econscientiousness, agreeableness\u003c/em\u003e, and \u003cem\u003eextraversion\u003c/em\u003e\u0026mdash;played a mediating role in the insomnia networks. These traits, which are linked to emotional reactivity and sensitivity, contribute to the cognitive and emotional patterns that hinder restful sleep.\u003c/p\u003e \u003cp\u003e \u003cem\u003eCognitive errors\u003c/em\u003e like \u003cem\u003ecatastrophizing\u003c/em\u003e and \u003cem\u003eblaming others\u003c/em\u003e were found to be central in the networks of students with insomnia. These errors, which involve perceiving situations as catastrophic and attributing blame, reinforce cognitive and emotional patterns that disrupt sleep. Similarly, \u003cem\u003eall-or-nothing thinking\u003c/em\u003e and \u003cem\u003eexaggerated generalization\u003c/em\u003e were central in the networks of students with insomnia, further exacerbating sleep problems.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings of this study underscore the complex interplay between psychological factors, personality traits, and cognitive processes in the development and maintenance of insomnia. By analyzing communication networks based on centrality indices, we identified key markers that differentiate students with and without insomnia. These results have important implications for therapeutic interventions targeting insomnia, suggesting that addressing both negative and positive cognitive patterns could significantly improve sleep quality in students. Therapists and counselors should consider personality traits and cognitive styles when developing interventions to better address the root causes of insomnia.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eThis study was conducted among students at the University of Isfahan, limiting the generalizability of the findings to other populations. Therefore, caution is advised when attempting to apply these results to different demographic groups, academic settings, or cultural contexts.\u003c/p\u003e \u003c/div\u003e"},{"header":"Future Directions","content":"\u003cp\u003eThis study highlights several important directions for future research. One key direction is the exploration of psychological networks related to insomnia in longitudinal studies. Examining how these networks evolve over time and across various academic stages or age groups could provide deeper insights into the causal mechanisms of insomnia and identify critical intervention points. Expanding this research to include diverse populations from different cultural, occupational, or geographical backgrounds would enhance the generalizability of the findings.\u003c/p\u003e \u003cp\u003eAnother promising avenue is to investigate the effectiveness of \u003cem\u003etargeted cognitive-behavioral interventions\u003c/em\u003e such as cognitive restructuring or mindfulness-based techniques. These interventions could be assessed for their impact on improving sleep quality and altering the psychological processes that contribute to insomnia.\u003c/p\u003e"},{"header":"Implications of the Study","content":"\u003cp\u003eThe findings of this study emphasize the central role that psychological factors\u0026mdash;such as \u003cem\u003estress, depression\u003c/em\u003e, and \u003cem\u003ecognitive distortions\u003c/em\u003e\u0026mdash;play in contributing to insomnia. These insights are essential for mental health professionals and educators, highlighting the importance of interventions that target \u003cem\u003estress reduction, emotional regulation\u003c/em\u003e, and \u003cem\u003emaladaptive cognitive patterns\u003c/em\u003e (such as catastrophizing and all-or-nothing thinking).\u003c/p\u003e \u003cp\u003eEducational institutions should implement programs that foster positive coping strategies and build resilience in students, helping to reduce insomnia. Promoting emotional awareness, stress management, and adaptive cognitive strategies will improve student well-being, creating a healthier and more supportive academic environment.\u003c/p\u003e"},{"header":"Significance and Conclusions","content":"\u003cp\u003eIn conclusion, this study reveals the intricate relationship between cognitive distortions, emotional regulation, and personality traits in the development of insomnia. The research underscores that insomnia is not solely caused by negative psychological factors but can also be influenced by certain positive cognitive strategies that paradoxically exacerbate sleep difficulties. These findings suggest that holistic interventions that address both negative and positive cognitive patterns may be the most effective. Tailoring interventions to individual psychological profiles will increase the efficacy of insomnia treatments, fostering better sleep quality and mental health across diverse populations and academic environments.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u003c/strong\u003e This study was approved by the Ethics Committee of Shiraz University (Ethics approval number: IR.SUMS.REC.1403.129). Written informed consent was obtained from all participating students and their supervisors prior to participation. This study was conducted in accordance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u003c/strong\u003e not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e All authors consent to the publication of this manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement:\u003c/strong\u003e The data supporting the findings of this study are available upon reasonable request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u003c/strong\u003e Not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e The authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions:\u003c/strong\u003e\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eN.M. conceptualized and designed the study, led the project, collected and analyzed the data, and wrote the initial draft of the manuscript.\u003c/li\u003e\n \u003cli\u003eF.K. provided critical feedback on the study design, data analysis, and manuscript draft, and contributed to the revision of the manuscript.\u003c/li\u003e\n \u003cli\u003eAll authors have read and approved the final version of the manuscript.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e The authors would like to thank all the students and supervisors who participated in this study.\u003c/p\u003e\n\u003cp\u003eAuthors\u0026apos; information:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eNiloufar Moohebat\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003ePhD Candidate, Department of Educational Psychology\u003cbr\u003e\u0026nbsp;University of Shiraz, Shiraz, Iran\u003cbr\u003e\u0026nbsp;Email: [email protected]\u003cbr\u003e\u0026nbsp;ORCID: 0009-0003-6144-9661\u003c/p\u003e\n\u003col start=\"2\"\u003e\n \u003cli\u003eFarhad Khormaei (Corresponding Author)\u003cbr\u003e\u0026nbsp;Associate Professor, Department of Educational Psychology\u003cbr\u003e\u0026nbsp;University of Shiraz, Shiraz, Iran\u003cbr\u003e\u0026nbsp;Email: [email protected]\u003cbr\u003e\u0026nbsp;ORCID: 0000-0001-9357-7068\u003c/li\u003e\n\u003c/ol\u003e "},{"header":"References ","content":"\u003col\u003e\n\u003cli\u003eMorin, C. 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Insomnia and personality\u0026ndash;a network approach. \u003cem\u003eBrain Sciences\u003c/em\u003e, 7, 28. https://doi.org/10.3390/brainsci7030028\u003c/li\u003e\n\u003cli\u003eAkram, U., Gardani, M., Akram, A., \u0026amp; Allen, S. (2019). Anxiety and depression mediate the relationship between insomnia symptoms and the personality traits of conscientiousness and emotional stability. \u003cem\u003eHeliyon\u003c/em\u003e, 5, e01939. https://doi.org/10.1016/j.heliyon.2019.e01939\u003c/li\u003e\n\u003cli\u003eSchmidt, R. E., Renaud, O., \u0026amp; Van der Linden, M. (2011). Nocturnal regrets and insomnia in elderly people. \u003cem\u003eInternational Journal of Aging and Human Development\u003c/em\u003e, 73, 371\u0026ndash;393. https://doi.org/10.2190/AG.73.4.f\u003c/li\u003e\n\u003cli\u003eSchmidt, R. E., \u0026amp; Van der Linden, M. (2013). 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Dialectical behavior therapy for depressed older adults: A randomized pilot study. \u003cem\u003eAmerican Journal of Geriatric Psychiatry\u003c/em\u003e, 11, 33\u0026ndash;45.\u003c/li\u003e\n\u003cli\u003eGoldberg, L. R. (1992). The development of markers for the Big-Five factor structure. \u003cem\u003eJournal of Personality and Social Psychology\u003c/em\u003e, 59, 1216\u0026ndash;1229.\u003c/li\u003e\n\u003cli\u003eKhormaei, F. (2007). Explanation the causal model of personality traits, motivational orientations and cognitive learning styles. PhD thesis, Shiraz University.\u003c/li\u003e\n\u003cli\u003eLovibond, S. H., \u0026amp; Lovibond, P. F. (1995). \u003cem\u003eManual for the Depression Anxiety Stress Scales\u003c/em\u003e (2nd ed.). Psychology Foundation: Sydney.\u003c/li\u003e\n\u003cli\u003eGarnefski, N., Van Den Kommer, T., Kraaij, V., Teerds, J., Legerstee, J., \u0026amp; Onstein, E. (2002). The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between a clinical and nonclinical sample. \u003cem\u003eEuropean Journal of Personality\u003c/em\u003e, 16, 403\u0026ndash;420.\u003c/li\u003e\n\u003cli\u003eAbdollahzadeh, H., \u0026amp; Salar, M. (2010). \u003cem\u003eDesign and validating of cognitive distortions questionnaire\u003c/em\u003e. Tehran, Iran: Azmoon Yar Puya Institute.\u003c/li\u003e\n\u003cli\u003eMoghimi, S. M. (2006). \u003cem\u003eOrganization and management research approach\u003c/em\u003e. Tehran, Iran: Terme Publication, pp. 401\u0026ndash;403.\u003c/li\u003e\n\u003cli\u003eBernert, R. A., Merrill, K. A., Braithwaite, S. R., Van Orden, K. A., \u0026amp; Joiner, T. E., Jr. (2007). Family life stress and insomnia symptoms in a prospective evaluation of young adults. \u003cem\u003eJournal of Family Psychology\u003c/em\u003e, 21, 58\u0026ndash;66. https://doi.org/10.1037/0893-3200.21.1.58\u003c/li\u003e\n\u003cli\u003eHalgin, P. R., \u0026amp; Whitbourne, S. K. (2003). \u003cem\u003eAbnormal psychology: Clinical perspectives on psychological disorders\u003c/em\u003e (4th ed.). McGraw-Hill College.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Table 3,4 ","content":"\u003cp\u003eTable 3,4 are available in the Supplementary Files section.\u003c/p\u003e\n"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Insomnia, cognitive emotion regulation, cognitive distortions, personality traits, stress, anxiety, depression, network analysis","lastPublishedDoi":"10.21203/rs.3.rs-6596455/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6596455/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eInsomnia is a common concern among college students, frequently arising from complex psychological interactions. This study employed a network analysis approach to examine the psychological markers associated with insomnia and to identify key variables differentiating students with and without insomnia. A total of 391 undergraduate students from the University of Isfahan, Iran, were selected using multi-stage cluster random sampling. Based on the Lynch Sleep Questionnaire, participants were categorized into insomnia (n\u0026thinsp;=\u0026thinsp;120) and non-insomnia (n\u0026thinsp;=\u0026thinsp;114) groups. Psychological assessments included the Big Five Personality Questionnaire, the Depression-Anxiety-Stress Scale (DASS-21), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Cognitive Distortion Questionnaire. Data were analyzed using descriptive statistics, correlation matrices, and network analyses via SPSS, Ucinet, and Social Network Visualizer. Findings revealed that self-blame, all-or-nothing thinking, and overgeneralization were central cognitive distortions within the insomnia network. In contrast, acceptance emerged as a prominent emotion regulation strategy among students without insomnia. Comparative analyses of centrality indices\u0026mdash;degree, information, and betweenness\u0026mdash;highlighted distinct psychological network structures across the two groups. These results underscore the importance of addressing maladaptive cognitive patterns and fostering adaptive emotion regulation strategies to alleviate insomnia symptoms, offering valuable insights for targeted mental health interventions in academic populations.\u003c/p\u003e","manuscriptTitle":"Sleep and Insomnia in College Students: A Network Analysis Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-22 14:36:51","doi":"10.21203/rs.3.rs-6596455/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"29bc4632-1cb0-4083-b233-452ffdc22ee6","owner":[],"postedDate":"May 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":48792842,"name":"Biological sciences/Psychology"},{"id":48792843,"name":"Health sciences/Diseases"},{"id":48792844,"name":"Health sciences/Health care"},{"id":48792845,"name":"Health sciences/Risk factors"},{"id":48792846,"name":"Health sciences/Signs and symptoms"}],"tags":[],"updatedAt":"2025-07-01T16:23:35+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-22 14:36:51","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6596455","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6596455","identity":"rs-6596455","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}