نقش واسطه¬ای استفاده آسیب¬زا از گوشی هوشمند در رابطه بین استرس ادراک شده، ایستادگی، عزت نفس و عملکرد تحصیلی دانش¬آموزان دبیرستانی دوره دوم
محورهای موضوعی : روانشناسیذبیح الله کاوه فارسانی 1 * , زهرا جانقربان 2
1 - دانشگاه شهرکرد
2 - گروه مشاوره دانشگاه شهرکرد
کلید واژه: استفاده آسیب¬زا از گوشی هوشمند, استرس ادراک شده, ایستادگی, عزت¬نفس و عملکرد تحصیلی,
چکیده مقاله :
هدف: پژوهش حاضر با هدف بررسی نقش واسطه¬ای استفاده آسیب¬زا از گوشی هوشمند در رابطه بین استرس ادراک شده، ایستادگی، عزت¬نفس و عملکرد تحصیلی انجام شد. روش¬ها: روش پژوهش حاضر توصیفی از نوع همبستگی و معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانش¬آموزان دبیرستانی دورۀ دوم شهر اصفهان بود که 250 نفر از آنان به روش خوشه¬ای چند مرحله¬ای و براساس ملاک¬های ورود و خروج انتخاب شدند و به پرسشنامه¬های مقیاس استرس ادراک شده کوهن (1983)؛ مقیاس کوتاه اعتیاد به گوشی هوشمند کووان و همکاران (2013)؛ مقیاس عزت¬نفس روزنبرگ (1965)؛ مقیاس پایداری دارکوث و کیون (2009) و معدل تحصیلی پاسخ دادند. یافته¬ها: نتایج نشان داد که مدل از برازش مناسبی برخوردار است؛ همچنین تحلیل داده¬ها نشان داد رابطه منفی و معناداری بین استفاده آسیب¬زا از گوشی هوشمند و استرس ادراک شده و رابطه مثبت و معنی¬داری بین ایستادگی و عزت¬نفس با عملکرد تحصیلی وجود دارد (05/0و001/0 p<). همچنین نتایج معادلات ساختاری نشان داد استرس ادراک شده، ایستادگی و استفاده آسیب¬زا از گوشی هوشمند بر عملکرد تحصیلی اثر مستقیم (01/0 p<) و استرس ادراک شده، ایستادگی و عزت¬نفس با میانجی¬گری استفاده آسیب¬زا از گوشی هوشمند بر عملکرد تحصیلی اثر غیرمستقیم داشتند (001/0 p<). نتیجه¬گیری: نتایج این پژوهش می¬تواند مورد استفاده خانواده‌ها، مربیان، مدیران و سیاست‌گذاران آموزش و پرورش قرار گیرد تا در برنامه¬ریزی برای بهبود عملکرد تحصیلی دانش¬آموزان این متغیرها را مدنظر قرار دهند و همچنین با توجه به استفاده زیاد نوجوانان از گوشی¬های هوشمند استراتژی¬های جهت پیشگیری و مداخله برای اعتیاد به گوشی¬های هوشمند در نظر گیرند.
Objective: This research investigates mediating role of problematic smartphone use on the relationship between Perceived stress, grit, self-esteem and academic performance. Method: This research Method was a descriptive-correlational and structural equations. The statistical population of the research included all second-year high school students in Isfahan city, 250 of whom were selected by a multi-stage cluster method and based on the entry and exit criteria, and the questionnaires of Cohen's Perceived Stress Scale (1983) ); Cowan et al.'s Smartphone Addiction Short Scale (2013); Rosenberg's self-esteem scale (1965); Duckworth &Quinn Short Grit Scale (2009) and academic grade answered. Results: The results showed that the model has a good fit; Also, the data analysis showed that there is a negative and significant relationship between the problematic smartphone use and perceived stress, and a positive and significant relationship between grit and self-esteem with academic performance (p<0.001 and 0.05). Also, the results of structural equations showed that perceived stress, grit and problematic smartphone use have a direct effect on academic performance (p<0.01) and perceived stress, grit and self-esteem with the mediation of problematic smartphone use had an indirect effect on academic performance (p<0.001). Conclusion :The results of this research can be used by families, educators, managers and education policy makers to consider these variables in planning to improve their academic performance and also considering the high use of adolescents. From smartphones, consider prevention and intervention strategies for smartphone addiction.
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