نقش میانجی خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی سردرگم، سبک دلبستگی ناایمن دوسوگرا و راهبردهای تنظیم شناختی هیجان سازگارانه با اعتیاد به شبکه‌های اجتماعی مجازی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی عمومی، گروه روانشناسی، دانشکده علوم انسانی، 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: هدف از پژوهش حاضر تعیین نقش میانجی خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی سردرگم، سبک دلبستگی ناایمن دوسوگرا و راهبردهای تنظیم شناختی هیجان سازگارانه با اعتیاد به شبکه‌­های اجتماعی مجازی در دانش‌­آموزان بود.
روش: روش این مطالعه توصیفی- همبستگی بود. جامعه آماری کلیه 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 تحلیل شد. نرم­‌افزار تحلیل داده­‌ها SPSS نسخه 28 و AMOS نسخه 26 بوده است.
یافته‌ها: یافته­‌های پژوهش نشان داد که اثرات مستقیم سبک دلبستگی ناایمن دوسوگرا و راهبردهای تنظیم شناختی هیجان سازگارانه بر اعتیاد به شبکه‏‌های اجتماعی معنادار بود. همچنین نتایج نشان داد که خودکارآمدی تحصیلی در رابطه بین هویت تحصیلی سردرگم، سبک دلبستگی ناایمن دوسوگرا و راهبردهای تنظیم شناختی هیجان سازگارانه با اعتیاد به شبکه‏‌های اجتماعی نقش میانجی و معنادار دارد.
نتیجه‌گیری: 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.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Academic Self-Efficacy in the Relationship between Diffusion Academic Identity, Ambivalent Attachment Style and adaptive Cognitive Emotion Regulation Strategies with Addiction to Social Networks in Students

نویسندگان [English]

  • Ferdous Ebrahimi Moaghar 1
  • Isaac Rahimian Boogar 2
  • Siavash Talepasand 3
1 PhD student in general psychology, Department of Psychology, Faculty of Humanities, Semnan Branch, Islamic Azad University, Semnan, Iran.
2 Associate Professor, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
3 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
چکیده [English]

Objective: The purpose of the present study was to determination mediating role of academic self-efficacy in the relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies with addiction to social networks in students.
Methods: This was descriptive-correlation research. 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. The data analysis software was SPSS version 28 and AMOS version 26.
Results: The results showed direct effect diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies were significant on addiction to social networks. Also, the results showed that academic self-efficacy had a mediating role in relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies with addiction to social networks.
Conclusions: 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.

کلیدواژه‌ها [English]

  • Addiction to Social Networks
  • Academic Self-efficacy
  • Diffusion Academic Identity
  • Ambivalent Attachment Style
  • Adaptive Cognitive Emotion Regulation Strategies

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403

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