واکاوی رابطه بین مؤلفه‌های اضطراب اجتماعی و اشتیاق به رایانه دانشجویان
محورهای موضوعی : فن‎آوری اطلاعات
سیده خدیجه معافی مدنی
1
,
مجید کاکوان
2
1 - عضو هیأت علمی گروه علوم تربیتی، واحد رامسر، دانشگاه آزاد اسلامی، رامسر، ایران
2 - کارشناس‌ارشد برنامه‌ریزی آموزشی، واحد رامسر، دانشگاه آزاد اسلامی، رامسر، ایران
کلید واژه: ترس از ارزیابی منفی, اضطراب اجتماعی, اشتیاق به رایانه, اجتناب و پریشانی اجتماعی,
چکیده مقاله :
پژوهش حاضر، به منظور بررسی رابطه بین مؤلفه‌های اضطراب اجتماعی و اشتیاق به رایانه دانشجویان انجام شد. روش پژوهش به لحاظ هدف کاربردی، از نوع توصیفی- همبستگی بود و به روش میدانی اجرا گردید. جامعه آماری پژوهش، دانشجویان دانشگاه آزاد اسلامی واحد رامسر به تعداد 2780 بود. حجم نمونه بر اساس جدول کرجسی و مورگان با توجه به حجم جامعه، 338 نفر تعیین شد. افراد نمونه به صورت تصادفی و با روش نمونه‌گیری طبقه‌ای بر اساس جنسیت انتخاب شدند. جهت جمع‌آوری داده‌های پژوهش از پرسش‌نامه‌های اشتیاق به رایانه هاینسن و همکاران و پرسش‌نامه اضطراب اجتماعی واتسون و فرند استفاده شد. پایایی دو پرسش‌نامه به روش آلفای کرونباخ محاسبه گردید و به ترتیب با ضریب آلفای 0/78 و 0/80 تأیید گردید. به منظور بررسی فرضیه پژوهش از آزمون همبستگی پیرسون و تحلیل رگرسیون خطی با استفاده از نرمافزار SPSS استفاده شد. یافته‌های پژوهش نشان داد که بین مؤلفه‌های اضطراب اجتماعی و اشتیاق به رایانه دانشجویان (0/58=P=0/000 ،r) در سطح احتمال 95 درصد رابطه معنی‌دار وجود دارد و هم‌چنین، هر دو مؤلفه اضطراب اجتماعی؛ یعنی، اجتناب و پریشانی اجتماعی، و ترس از ارزیابی منفی، 33/6 درصد از واریانس اشتیاق به رایانه دانشجویان (0/336=R2) را تبیین می‌کنند.
The purpose of this study was to investigate the relationship between the components of social anxiety and students' enthusiasm toward computers. The research method was descriptive-correlational type and was applied in terms of purpose and carried out by field method. The statistical population of the study was 2780 students of Islamic Azad University, Ramsar Branch. The sample size was determined as 338 people based on the Krejcie and Morgan table according to the size of the population. Subjects were selected randomly by stratified sampling method based on gender. To collect the data of the research, the Heinssen et al. questionnaire of enthusiasm toward computers and the Watson & Friend social anxiety questionnaire were used. The reliability of the two questionnaires was calculated by Cronbach's alpha method and was confirmed by alpha coefficient of 0.78 and 0.80, respectively. Pearson correlation test and linear regression analysis were used to analyze the research hypothesis using SPSS software. The findings of this research showed that there was a significant relationship between social anxiety components and students’ enthusiasm toward computers (r = 0.58, P = 0.000) at 95% probability level. Also, both components of social anxiety (social avoidance and distress, and fear of negative evaluation) explained 33.6% of the variance of students' enthusiasm toward computers (R2 = 0.336).
Amani Saribagloo, J., Lavasani, Gh. A., Ejei, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with computer use among students. Behavioral Sciences, 5(1), 1-10.
Asgari, P., & Marashian, F. (2008). Relationship between personality traits and anxiety computer with Internet addiction in students of Islamic Azad University of Ahvaz. Social Psychology (New Finding in Psychology), 2(7), 23-35. (in Persian).
Bakhtiar Pur, S., Heidari, A., & Alipur, Sh. (2011). The relationship between attentional bias and self-efficacy with social anxiety in female students. Women and Culture, 3(10), 71-85. (in Persian).
Coa, F., & Su, L. (2007). Internet addiction along Chinese adolescents: Prevalence and Psychological features. Child Care Health Dev, 33(3), 275-281.
Doran, B., Azadfallah, P., & Ezhei, J. (2002). Investigate the relationship between computer games and social skills teenagers. Psychology, 6(1), 4-17. (in Persian).
Enayati, T., Zameni, F., & Zanganeh, M. J. (2011). Identifying major barriers of application of informational technology in Aliabad Katul high schools. Information and Communication Technology in Educational Sciences, 1(4), 97-116. (in Persian).
Golshokouh, F. (2010). The relationship between social withdrawal, depression and anxiety to internet addiction among internet users in Ahwaz. Social Psychology (New Finding in Psychology), 5(6), 41-53. (in Persian).
Gravand, F., Afzali, M. H., Shokri, O., Puklek, M., Khodaei, A., & Toulabi, S. (2011). Gender and age differences in social anxiety in adolescence. Developmental Psychology (Iranian Psychologists), 7(26), 165-174. (in Persian).
Hassanzadeh, R., & Rezaei, A. (2010). Pathology of using information and communication technology among university students. Information and Communication Technology in Educational Sciences, 1(1), 79-91. (in Persian).
Heidari Sureshjani, S. (2012). The relationship between internet addiction and mental health in Ahvaz home users. The first National Congress of Cyberspace and Social Problems Emerging. Publisher specialized conferences in the country/ license number Publications of the culture and guidance ministry. ID (COI) article: NOPADID01_036. (in Persian).
Heimberg, R. G., Liebowitz, M. R., Hope, D. A., & Schneier, F. R. (2009). Social Phobia: Diagnosis, Assessment, and Treatment, Guilford Press. Psychology, Psychiatry, & Social Work Publishing.
Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49-59.
Kraut, R., Patterson, J., & Lund Mark, V. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 539, 1017-1031.
Lowell, M., & Barbara, M. (1998). Teaching secondary student with and BehaviorProblems. New York: Mori, Allen, A, Publishing.
Moghim, S. M. (2006). Organization and management research approach. Tehran: Terme Publishers.
Nademi, F. A., & Saeidi Rezvani, M. (2006). Evaluation of use of the Internet and psychosocial outcomes among students of Azad University of Mashhad. Conference on Women and the Internet in the Third Millennium. (in Persian).
Nastizaee, N. (2009). The relationship between general health and internet addiction. Zahedan Journal of Research in Medical Sciences, 34, 57-63. (in Persian).
Noruzi, M., Mikaeeli Moni, F., & Eisazadegan, A. (2016). Comparison of the effectiveness of cognitive-behavioral therapy and treatment of mindfulness and admission on reduction of social anxiety disorder. Modern Psychological Research, 11(44), 199-232. (in Persian).
Pourshahriari, M. (2007). The comparison of depression, social loneliness and family relation between high school girl student (Internet users and nonusers) in Tehran. Psychological Studies, 3(2), 49-64. (in Persian).
Saffarian Hamedani, S., Abdollahi, M., Daeizade, H., & Bayat, Y. (2013). The relationship between the amount of playing computer games and students’ mental health and academic performance. Information and Communication Technology in Educational Sciences, 3(3(11)), 5-20. (in Persian).
Sohrabi, M. H., Doran, B., & Dargahi, H. (2010). Effects of Internet users in Internet cafes are in Tehran. Quarterly Monitoring, 3(6), 23. (in Persian).
Tavakoli, N., Jamhari, F. & Farokhi, N. (2014). The relationship between attachment styles and fear of negative evaluation with Internet addiction in students. Information and Communication Technology in Educational Sciences, 5(2), 61-77. (in Persian).
Taylor, C. T., Bomyea, J., & Amir, N. (2010). Attentional bias away from positive social information mediates the link between social anxiety and anxiety vulnerability to a social stressor.Anxiety Disorders, 24 (4), 403-408.
Van Deursen, A., & Van Dijk, J. (2010). Measuring internet skills. International Journal of Human-Computer Interaction, 26(10), 891-916.
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Consulting and Clinical Psychology, 33, 448-457
Wheeler, S., Waite, J., & Bromfild, C. (2002). Promoting creative thinking through of ICT. JCAL, 18, 367-378.
Windham, R. C. (2008). The changing landscape to psychological adjustment and academicperformance. The George Washington University, ProQuest Dissertations Publishing.
Yen, J. Y., Ko C. H., Yen, C. F., Wu, H. Y., & Yang, M. J. (2007). Psychiatric and internet addiction with internet addiction: Comparison with substance use. PCN. J Adolesc Health, 41(1), 93-98.
Young, S. C., & Tung, C. J. (2004). Comparison of Internet addicts and non -addiction in Taiwanese high school. Computers in Human Behavior, 23, 79-96.
_||_Amani Saribagloo, J., Lavasani, Gh. A., Ejei, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with computer use among students. Behavioral Sciences, 5(1), 1-10.
Asgari, P., & Marashian, F. (2008). Relationship between personality traits and anxiety computer with Internet addiction in students of Islamic Azad University of Ahvaz. Social Psychology (New Finding in Psychology), 2(7), 23-35. (in Persian).
Bakhtiar Pur, S., Heidari, A., & Alipur, Sh. (2011). The relationship between attentional bias and self-efficacy with social anxiety in female students. Women and Culture, 3(10), 71-85. (in Persian).
Coa, F., & Su, L. (2007). Internet addiction along Chinese adolescents: Prevalence and Psychological features. Child Care Health Dev, 33(3), 275-281.
Doran, B., Azadfallah, P., & Ezhei, J. (2002). Investigate the relationship between computer games and social skills teenagers. Psychology, 6(1), 4-17. (in Persian).
Enayati, T., Zameni, F., & Zanganeh, M. J. (2011). Identifying major barriers of application of informational technology in Aliabad Katul high schools. Information and Communication Technology in Educational Sciences, 1(4), 97-116. (in Persian).
Golshokouh, F. (2010). The relationship between social withdrawal, depression and anxiety to internet addiction among internet users in Ahwaz. Social Psychology (New Finding in Psychology), 5(6), 41-53. (in Persian).
Gravand, F., Afzali, M. H., Shokri, O., Puklek, M., Khodaei, A., & Toulabi, S. (2011). Gender and age differences in social anxiety in adolescence. Developmental Psychology (Iranian Psychologists), 7(26), 165-174. (in Persian).
Hassanzadeh, R., & Rezaei, A. (2010). Pathology of using information and communication technology among university students. Information and Communication Technology in Educational Sciences, 1(1), 79-91. (in Persian).
Heidari Sureshjani, S. (2012). The relationship between internet addiction and mental health in Ahvaz home users. The first National Congress of Cyberspace and Social Problems Emerging. Publisher specialized conferences in the country/ license number Publications of the culture and guidance ministry. ID (COI) article: NOPADID01_036. (in Persian).
Heimberg, R. G., Liebowitz, M. R., Hope, D. A., & Schneier, F. R. (2009). Social Phobia: Diagnosis, Assessment, and Treatment, Guilford Press. Psychology, Psychiatry, & Social Work Publishing.
Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49-59.
Kraut, R., Patterson, J., & Lund Mark, V. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 539, 1017-1031.
Lowell, M., & Barbara, M. (1998). Teaching secondary student with and BehaviorProblems. New York: Mori, Allen, A, Publishing.
Moghim, S. M. (2006). Organization and management research approach. Tehran: Terme Publishers.
Nademi, F. A., & Saeidi Rezvani, M. (2006). Evaluation of use of the Internet and psychosocial outcomes among students of Azad University of Mashhad. Conference on Women and the Internet in the Third Millennium. (in Persian).
Nastizaee, N. (2009). The relationship between general health and internet addiction. Zahedan Journal of Research in Medical Sciences, 34, 57-63. (in Persian).
Noruzi, M., Mikaeeli Moni, F., & Eisazadegan, A. (2016). Comparison of the effectiveness of cognitive-behavioral therapy and treatment of mindfulness and admission on reduction of social anxiety disorder. Modern Psychological Research, 11(44), 199-232. (in Persian).
Pourshahriari, M. (2007). The comparison of depression, social loneliness and family relation between high school girl student (Internet users and nonusers) in Tehran. Psychological Studies, 3(2), 49-64. (in Persian).
Saffarian Hamedani, S., Abdollahi, M., Daeizade, H., & Bayat, Y. (2013). The relationship between the amount of playing computer games and students’ mental health and academic performance. Information and Communication Technology in Educational Sciences, 3(3(11)), 5-20. (in Persian).
Sohrabi, M. H., Doran, B., & Dargahi, H. (2010). Effects of Internet users in Internet cafes are in Tehran. Quarterly Monitoring, 3(6), 23. (in Persian).
Tavakoli, N., Jamhari, F. & Farokhi, N. (2014). The relationship between attachment styles and fear of negative evaluation with Internet addiction in students. Information and Communication Technology in Educational Sciences, 5(2), 61-77. (in Persian).
Taylor, C. T., Bomyea, J., & Amir, N. (2010). Attentional bias away from positive social information mediates the link between social anxiety and anxiety vulnerability to a social stressor.Anxiety Disorders, 24 (4), 403-408.
Van Deursen, A., & Van Dijk, J. (2010). Measuring internet skills. International Journal of Human-Computer Interaction, 26(10), 891-916.
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Consulting and Clinical Psychology, 33, 448-457
Wheeler, S., Waite, J., & Bromfild, C. (2002). Promoting creative thinking through of ICT. JCAL, 18, 367-378.
Windham, R. C. (2008). The changing landscape to psychological adjustment and academicperformance. The George Washington University, ProQuest Dissertations Publishing.
Yen, J. Y., Ko C. H., Yen, C. F., Wu, H. Y., & Yang, M. J. (2007). Psychiatric and internet addiction with internet addiction: Comparison with substance use. PCN. J Adolesc Health, 41(1), 93-98.
Young, S. C., & Tung, C. J. (2004). Comparison of Internet addicts and non -addiction in Taiwanese high school. Computers in Human Behavior, 23, 79-96.