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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 | ||
| راهبردهای شناختی در یادگیری | ||
| دوره 12، شماره 23، 1403، صفحه 207-228 اصل مقاله (679.03 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22084/j.psychogy.2025.29563.2706 | ||
| نویسندگان | ||
| فردوس ابراهیمی موقر1؛ اسحق رحیمیان بوگر* 2؛ سیاوش طالع پسند3 | ||
| 1دانشجوی دکتری روانشناسی عمومی، گروه روانشناسی، دانشکده علوم انسانی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران. | ||
| 2دانشیار، گروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران | ||
| 3استاد، 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 | ||
| اعتیاد به شبکه‌های اجتماعی؛ هویت تحصیلی سردرگم؛ سبک دلبستگی ناایمن دوسوگرا و راهبردهای تنظیم شناختی هیجان سازگارانه؛ خودکارآمدی تحصیلی | ||
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