رابطه علی بین سواد رسانه ای با مسئولیت پذیری اجتماعی با نقش میانجی سرمایه فرهنگی در دانشجویان دختر
محورهای موضوعی : کتابداری
زهره چراغی
1
(دکتری علم اطلاعات و دانش شناسی، گروه .علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)
فاطمه بهلول
2
(دانشجوی کارشناسی ارشد مدیریت اطلاعات، گروه علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، ایران.)
کلید واژه: سواد رسانه‌ای, مسئولیت‌پذیری اجتماعی, دانشجویان دختر, سرمایه فرهنگی,
چکیده مقاله :
هدف این پژوهش بررسی رابطه علی بین ابعاد سواد رسانه‌ای با مسئولیت‌پذیری اجتماعی با نقش میانجی سرمایه فرهنگی در دانشجویان دختر بود. جامعه آماری این پژوهش شامل کلیه دختران دانشگاه آزاد اسلامی‌واحد اهواز در سال 1401 می‌باشد. تعداد آزمودنی‌های نمونه پژوهش 300 نفر بود که به روش نمونه‌گیری در دسترس انتخاب شدند. روش پژوهش همبستگی از نوع معادلات ساختاری بود. ابزار اندازه‌گیری شامل پرسش‌نامه سواد رسانه‌ای (فلسفی، 1393)، پرسش‌نامه مسئولیت‌پذیری اجتماعی (طالبی و خوش‌بین، 1394)، و پرسش‌نامه سرمایه فرهنگی (بوردیو، 1999) بود. تحلیل داده‌ها با استفاده از روش الگویابی معادلات ساختاری و نرم‌افزارهای SPSS-24 و AMOS-24 انجام شد. نتایج نشان دادند که الگوی پیشنهادی از برازش نسبتاً خوبی با داده‌ها برخوردار بود. یافته‌ها حاکی از رابطه مستقیم و معنی‌دار ابعاد سواد رسانه‌ای (درک محتوای پیام‌های رسانه‌ای، آگاهی از اهداف پنهان پیام‌های رسانه‌ای، گزینش آگاهانه پیام‌های رسانه‌ای، نگاه انتقادی به پیام‌های رسانه‌ای و تجزیه و تحلیل پیام‌های رسانه‌ای) با مسئولیت‌پذیری اجتماعی و سرمایه فرهنگی بود. علاوه بر آن سرمایه فرهنگی با مسئولیت‌پذیری اجتماعی نیز رابطه مثبت و معنی‌دار داشت. هم‌چنین سواد رسانه‌ای با مسئولیت‌پذیری اجتماعی، از طریق سرمایه فرهنگی رابطه مثبت و معنی‌داری دارد. بنابراین، افزایش سطح سواد رسانه‌ای افراد و سرمایه فرهنگی نقش مهمی‌در بالا بردن مسئولیت‌پذیری اجتماعی در دانشجویان دختر دارند.
The purpose of this research was to investigate the causal relationship between media literacy and social responsibility with the mediating role of cultural capital in female students. The statistical population included all the female students of Ahvaz Islamic Azad University, in 2022. The sample subsumed 310 subjects whom were selected by convenience sampling procedure. The applied method was correlational and structural equation modeling type. The measuring instruments were Media literacy Questionnaire (Falsafi, 2014), Social Responsibility Questionnaire (Talabi and Khosbin, 2015), and Cultural Capital Questionnaire (Bourdieu, 1999). The data were analyzed by applying structural equation modeling and using SPSS-24 and AMOS-24. The results showed that the proposed model had a relatively acceptable goodness of fit indices. The findings indicated a direct and significant relationship between media literacy dimensions (understanding the content of media literacy, awareness of the hidden goals of media literacy, conscious selection of media literacy, critical look at media literacy and media literacy analysis) with social responsibility and cultural capital. In addition, cultural capital had a positive and significant relationship with social responsibility. The results also revealed an indirect significant relation of media literacy and social responsibility via mediating the cultural capital. Therefore, increasing the level of media literacy and cultural capital plays an important role in increasing social responsibility in female students.
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