تحلیل تمیز سبک¬های هویتی، خودکارآمدی تحصیلی و امید تحصیلی در دانش آموزان با استفاده آسیب زا از اینترنت و دانش‌آموزان عادی
محورهای موضوعی :
مرجان خیراندیش
1
,
نادره سهرابی شگفتی
2
,
حسین بقولی
3
,
سیدابراهیم حسینی
4
1 - دانشکده علوم تربیتی دانشگاه آزاد اسلامی واحد مرودشت.مرودشت.فارس.ایران
2 - دانشکده روانشناسی دانشگاه آزاد مرودشت، فارس، ایران
3 - استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - گروه آموزشی روان شناسی،واحد مرودشت،دانشگاه ازاد اسلامی ،مرودشت،ایران
کلید واژه: استفاده آسیب‌زا از اینترنت, سبک¬های هویتی, خودکارآمدی تحصیلی و امید تحصیلی,
چکیده مقاله :
زمینه و هدف: این پژوهش با هدف تحلیل تمیز سبک¬های هویتی، خودکارآمدی تحصیلی و امید تحصیلی در دانش‌آموزان آسیب¬دیده از اینترنت و دانش‌آموزان عادی انجام شد. روش: برای این منظور طی یک پژوهش توصیفی از نوع علّی- مقایسه¬¬ای، 210 دانش‌آموز (105 دانش‌آموز آسیب¬دیده از اینترنت و 105 دانش‌آموز عادی) در سال تحصیلی 1398-1397 به¬صورت هدفمند از میان جامعه پژوهش انتخاب شدند و پرسش‌نامه¬ استفاده آسیب¬زا از اینترنت کالو و فرانسس، مقیاس امید تحصیلی سهرابی و سامانی، سیاهه سبک¬های هویتی برزونسکی و پرسش‌نامه خودکارآمدی تحصیلی جینکز و مورگان را تکمیل کردند. یافته¬ها: نتایج حاصل از تحلیل تمیز نشان داد که متغیر سبک هویت سردرگم/ اجتنابی به صورت معنادار و مثبت و متغیرهای سبک هویت هنجاری، امید تحصیلی، بافت، استعداد، هویت تعهدی و هویت اطلاعاتی به صورت معنادار و منفی قادرند عضویت گروهی دانش‌آموزان دارای استفاده آسیب‌زا از اینترنت و دانش‌آموزان عادی را پیش¬بینی کنند. متغیر کوشش به دلیل پایین بودن ضریب ساختاری، قادر به پیش-بینی عضویت گروهی دانش‌آموزان دارای استفاده آسیب‌زا از اینترنت و دانش‌آموزان عادی نبود. نسبت به دانش‌آموزان دارای استفاده آسیب‌زا از اینترنت هویت هنجاری، امید تحصیلی، استعداد، هویت تعهدی، بافت و هویت اطلاعاتی در دانش‌آموزان عادی بیش‌تر و هویت اجتنابی در آنها کم‌تر است. نتیجه¬گیری: مطابق یافته¬های پژوهش نقش سبک¬های هویتی، مولفه‌های خودکارآمدی تحصیلی و امید تحصیلی را می‌توان به عنوان متغیرهای پیش¬بینی¬کننده استفاده آسیب¬زا از اینترنت در نوجوانان مورد توجه قرار داد.
Background and purpose: The purpose of this research was discriminant analysis of Academic hope, identity styles and academic self-efficacy in students with internet abusive use and normal students.
Methods: To do this through descriptive research (causal- comparative), 210 participants (105 students with internet abusive use and 105 normal students) in the academic year 2017-2018 which selected from through purposive sampling. The participants were requested to fill out the Internet Abusive Use Questionnaire, the Academic Hope Scale, the Identity Styles Inventory and the Academic Self-Efficacy Questionnaire.
Findings: The results of the Discriminant analysis showed that the confused/avoidant identity style is significantly and positively and the normative identity style, educational hope, context, talent, commitment identity style and informational identity significantly and negatively are capable of predicting being a group membership of students with internet abusive use and normal students. Due to the low structural coefficient, the effort was not able to predict the group membership of students with internet abusive use and normal students. The variables of normative identity, academic hope, context, talent, commitment identity, and informational identity in normal students are more and the confused/avoidant identity style is less than students with internet abusive use.
Conclusion: The results of this investigation admitted the role of Academic hope, identity styles and academic self-efficacy components as the predictors of the internet abusive use in students.
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