Document Type : Research Paper
Authors
1
PhD student, Department of Psychology, Bojnord Branch, Islamic Azad University, Bojnord, Iran.
2
Assistant Professor, Department of Psychology, Qochan Branch, Islamic Azad University, Qochan, Iran.
Abstract
The objective of the present study was the structural modeling of university students’The objective of the present study was the structural modeling of university students’ addiction seeking according to parenting styles with the mediation role of emotional self-regulation. The research is applicative and the research method was correlational through structural equations modeling. The statistical population of the study included the students at Islamic Azad University, Ghoochan branch, in the second semester of academic year 2020-21. Three hundred and forty students were selected from the statistical population as the sample through proportional stratified random sampling method. The research instruments were emotional self-regulation (Gross, John, 2003), addiction tendency questionnaire (Wade, Butcher, 1992) and parenting style questionnaire (Baumrind, 1972). The data analysis was conducted through structural equations modeling via SPSS and Amos versions 23. The results showed that authoritarian parenting style has a direct effect on emotional self-regulation (p<0.05, β=0.533) and addiction tendency (p<0.05, β=0.437) of students. was significant and was able to explain 28.4 and 19.1 percent of the variance of these variables, respectively. Also, authoritarian parenting style has a significant direct effect on emotional self-regulation (p<0.05, β=0.545) and addiction tendency (p<0.05, β=0.462) of students. able to explain 29.5 and 21.3 percent of the variance of these variables, respectively. In addition, permissive parenting style had a significant direct effect on emotional self-regulation (β = -0.426, p < 0.05) and addiction tendency (β = 0.518, p < 0.05) of students. and was able to explain 18.1 and 26.8 percent of the variance of these variables, respectively. Finally, emotional self-regulation on addiction tendency (β = -0.547, p < 0.05) of students had a significant direct effect and was able to explain 29.9 percent of the variance of this variable and in relation to parenting styles with Students' addiction tendency also plays a significant mediating role (p<0.05). Paying attention to the significant mediating role of emotional self-regulation, it is possible to reduce the incidence of addiction among students by using effective interventions such as emotional self-regulation training.
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