نقش میانجی خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی موفق، سبک دلبستگی ایمن و راهبردهای تنظیم شناختی هیجان ناسازگارانه با اعتیاد به شبکه های اجتماعی مجازی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی عمومی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران.

2 دانشیار، گروه روانشناسی بالینی، دانشکده روانشناسی و علوم ‌تربیتی، دانشگاه سمنان، سمنان، ایران.

3 استاد، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم ‌تربیتی، دانشگاه سمنان، سمنان، ایران.

چکیده

هدف از پژوهش حاضر بررسی نقش میانجی خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی موفق، سبک دلبستگی ایمن و راهبردهای تنظیم شناختی هیجان ناسازگارانه با اعتیاد به شبکه­‌های اجتماعی مجازی در دانش­‌آموزان بود. روش این مطالعه توصیفی-همبستگی و با روش مدل‌­یابی معادلات ساختاری بود. جامعه آماری دانش‌­آموزان دختر دوره اول متوسطه شهر تهران در سال تحصیلی 1403-1402 بودند. حجم نمونه با روش نمونه‏‌گیری خوشه­ای تصادفی 600 نفر انتخاب شد. ابزار گردآوری داد‌ه‌­­های پژوهش شامل پرسشنامه اعتیاد شبکه‏‌های اجتماعی (SNAS)، پرسشنامه منزلت­های هویت تحصیلی (AISQ)، مقیاس­ تجدیدنظر شده سبک‏‌های دلبستگی بزرگسالان (RAAS)، فرم کوتاه پرسشنامه تنظیم­ شناختی هیجانی (CERQ) و پرسشنامه خودکارآمدی تحصیلی (ASEQ) بود. داده‌ها با استفاده از همبستگی پیرسون و معادلات ساختاری با نرم افزار SPSS نسخه 28 و AMOS نسخه 26 تحلیل شد. یافته‌­های پژوهش نشان داد که اثرات مستقیم هویت تحصیلی موفق (0/15-=β و sig=0/001)، دلبستگی ایمن (0/23-=β و sig=0/001)، تنظیم شناختی هیجان ناسازگارانه (0/48=β و sig=0/001) و خودکارآمدی تحصیلی (0/43-=β و sig=0/001) بر اعتیاد به شبکه‌‏های اجتماعی معنادار بود. همچنین نتایج نشان داد که خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی موفق (0/34-=β و sig=0/001)، دلبستگی ایمن (0/26-=β و sig=0/001) و تنظیم شناختی هیجان ناسازگارانه (0/29=β و sig=0/002) با اعتیاد به شبکه‏‌های اجتماعی نقش میانجی و معنادار دارد. بر اساس نتایج این پژوهش پیشنهاد می‌شود که رابطة بین این متغیرها در مداخله‌های مرتبط با اعتیاد به شبکه‏‌های اجتماعی دانش‌آموزان مورد توجه قرار گیرد و روانشناسان سایبری می­‌توانند از نتایج اینگونه تحقیقات برای کمک به دانش­‌آموزان دارای اعتیاد به شبکه‌­های اجتماعی مجازی استفاده کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Mediating Role of Academic Self-Efficacy in the Relationship Between Achievement Academic Identity, Secure Attachment Style and Maladaptive Cognitive Emotion Regulation Strategies in Students

نویسندگان [English]

  • Ferdous Ebrahimi Moaghar 1
  • Isaac Rahimian Boogar 2
  • Siavash Talepasand 3
1 Ph.D. Candidate in General Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran.
2 Associate Professor, Department of Clinical Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran.
3 Professor, Department of Educational Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran.
چکیده [English]

The purpose of the present study was to investigate mediating role of academic self-efficacy in the relationship between achievement academic identity, secure attachment style and maladaptive cognitive emotion regulation strategies in students. This was descriptive-correlation research with structural equations modeling. The statistical population was female students in Tehran city in year academic 2023-2024. The sample size was selected and with random cluster sampling of 600 students. Data collection tools include the social networking addiction scale (SNAS), academic identity status questionnaire (AISQ), revised version adult attachment scale (RAAS), cognitive emotion regulation questionnaire (CERQ) and academic self-efficacy questionnaire (ASEQ). Data were analyzed using Pearson correlation and structural equations modeling with SPSS version 28 and AMOS version 26. The results showed direct effect of chievement academic identity (β= -0.15 and sig=0.001), secure attachment style (β= -0.23 and sig=0.001), maladaptive cognitive emotion regulation strategies (β=0.48 and sig=0.001) and academic self-efficacy (β= -0.43 and sig=0.001) were significant on addiction to social networks. Also, the results showed that academic self-efficacy had a mediating role in relationship between chievement academic identity (β= -0.34 and sig=0.001), secure attachment style (β= -0.26 and sig=0.001) and maladaptive cognitive emotion regulation strategies (β= 0.29 and sig=0.002) with addiction to social networks. Based on the results of this research, it is suggested that the relationship between these variables should be taken into consideration in interventions addiction to social networks in students and cyber psychologists can use the results of such research to help students with addiction to virtual social networks.

کلیدواژه‌ها [English]

  • Addiction to Social Networks
  • Academic Self-Efficacy
  • Achievement Academic Identity
  • Secure Attachment Style
  • Maladaptive Cognitive Emotion Regulation
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