بررسی اثرات مستقیم و غیرمستقیم استفاده از شبکه‌های اجتماعی مجازی بر پیامدهای اجتماعی و یادگیری دانشجویان
الموضوعات :
رزگار محمدی
1
(استادیار گروه علوم تربیتی، واحد سقز، دانشگاه آزاد اسلامی، سقز، ایران)
ایوب فیضی
2
(دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران)
الکلمات المفتاحية: دانشجویان, شبکه‌های اجتماعی مجازی, پیامدهای اجتماعی, پیامدهای یادگیری,
ملخص المقالة :
هدف پژوهش حاضر، بررسی اثرات مستقیم و غیرمستقیم استفاده از شبکه های اجتماعی مجازی بر پیامدهای اجتماعی و یادگیری دانشجویان بود. روش انجام پژوهش همبستگی- علّی بود. جامعه آماری این پژوهش شامل 4500 نفر از دانشجویان دانشگاه های آزاد اسلامی و پیام نور شهر سقز در سال تحصیلی 96 -1395 بود. با توجه به جامعه مورد نظر، با استفاده از جدول تعیین حجم نمونه کرجسی و مورگان، تعداد 354 نفر با روش نمونه‌گیری تصادفی طبق‌ه ای به عنوان حجم نمونه انتخاب شدند. به منظور جمع آوری داده های پژوهش از پرسش‌نامه شبکه‌های اجتماعی و پیامدهای اجتماعی و یادگیری یان‎یو و همکاران استفاده شد. این پرسش‌نامه دارای 26 گویه است که متغیرهای استفاده از شبکه های اجتماعی، فرهن‌گ پذیری، پذیرش اجتماعی، عزت نفس، رضایت از زندگی دانشجویی و مهارت های عملکردی را مورد اندازه گیری قرار می دهد. به منظور بررسی روایی پرسش‌نامه از روایی صوری و محتوایی، تحلیل عاملی اکتشافی و برای بررسی پایایی آن از ضریب آلفای کرونباخ استفاده شد که مقدار آن برای کل پرسش‌نامه، 0/85 به دست آمد. تجزیه و تحلیل داده ها از طریق آزمون همبستگی پیرسون و تحلیل مسیر با استفاده از نرم افزارهای SPSS و Amos انجام شد. نتایج پژوهش نشان داد که استفاده از شبکه‌های اجتماعی مجازی با پیامدهای اجتماعی و پیامدهای یادگیری رابطه مثبت و معناداری دارد. هم‌چنین، نتایج تحلیل مسیر نشان داد که استفاده از شبکه های اجتماعی به طور مستقیم بر پیامدهای یادگیری اثر معناداری ندارد؛ ولی، با میانجی گری پیامدهای اجتماعی و به طور غیرمستقیم بر پیامدهای یادگیری دانشجویان اثر می‌گذارد.
Allen, J., Robbins, S. B., & Casillas, A. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647-664.
Andik, R. (2014). Prediction of mental health based on personality type, source control and religious orientation among student teachers in the Yazd University of Farhangian. Master's Thesis, Faculty of Humanities, Department of Psychology, University of Yazd. (in Persian).
Aryani, E., Zahed Bablan, A., Moeinikia, M., & Khaleghkhah, A. (2015). The role of virtual social networks in the research capabilities of postgraduate students. Media, 6(2), 26-39. (in Persian).
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Applied Psychology, 92(3), 707-721.
Burt, R. S. (2001). The networking structure of social capital. In R. I. Sutto., & B. M. Staw (Eds). Research in Organizational Behavior, 22, Greenwich.
Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. J., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Applied Psychology, 79(5), 730-743.
CheraghMolaei, L., Kadivar, P., & Sarami, G. (2014). On the use of virtual social networks in education: Benefits and challenges. New Thoughts on Education, 10(3), 29-51. (in Persian).
Coleman, J. S. (1990). Foundation of social theory. Cambridge, M.A.: Belknap/ Harvard University Press.
Dortaj, F., Rajabian, M., & Asadinejad, R. (2016). Study of the relationship between the use of virtual social networks and the quality of learning experiences in students. Research in Educational Systems, 10(33), 212-229. (in Persian)
Kraiger, K., Ford J. K., & Salas E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Applied Psychology, 78(2), 311-328.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? The American Psychologist, 53, 1017-1031.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning, 35-58.Texas: Calico Monograph Series.
Mesrabadi, J. (2016). Application of inferential statistics in behavioral sciences. Tabriz: Azarbaijan Shahid Madani University Pub. (in Persian).
Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2012). Applied multivariate research: Design and interpretation (2 edition). SAGE Publications.
Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Applied Psychology, 78, 173-183.
Morrison, E. W. (2002). Newcomers’ relationships: The role of social network ties during socialization. Academy of Management, 45(6), 1149-116.
Park, S. Y., Cha, S. B., Lim, K., & Jung, S. H. (2014). The relationship between university student learning outcomes and participation in social network services, social acceptance and attitude towards school life. British Journal of Educational Technology, 45(1), 97-111.
Salas, E., Tannenbaum, S., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
Shaw, B., & Gant, L. (2002). In defense of the Internet: The relationship between Internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5, 157-171.
Soleymani, M., Sadipoor, E., & Asadzadeh, H. (2016). Relationship between using mobile phone’s virtual social media and students’ academic procrastination, feeling lonely and mental health. Information and Communication Technology in Educational Sciences, 4(24), 127-144. (in Persian).
Tian, S. W., Yan Yu, A., Vogel, D., & Kwok, C. W. R. (2011). The impact of online social networking on learning: A social integration perspective. International Journal of Networking and Virtual Organizations, 8(314), 264-280.
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45, 513-521.
Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790-1800.
Williams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learning experience. Information Systems Education, 20(2), 165-174.
Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
Zaraii Zavaraki, E., & Ghorbani, H. R. (2015). The effect of virtual social networks usage on the students' English language learning. Technology of Instruction and Learning, 1(3), 23-36. (in Persian).
_||_Allen, J., Robbins, S. B., & Casillas, A. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647-664.
Andik, R. (2014). Prediction of mental health based on personality type, source control and religious orientation among student teachers in the Yazd University of Farhangian. Master's Thesis, Faculty of Humanities, Department of Psychology, University of Yazd. (in Persian).
Aryani, E., Zahed Bablan, A., Moeinikia, M., & Khaleghkhah, A. (2015). The role of virtual social networks in the research capabilities of postgraduate students. Media, 6(2), 26-39. (in Persian).
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Applied Psychology, 92(3), 707-721.
Burt, R. S. (2001). The networking structure of social capital. In R. I. Sutto., & B. M. Staw (Eds). Research in Organizational Behavior, 22, Greenwich.
Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. J., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Applied Psychology, 79(5), 730-743.
CheraghMolaei, L., Kadivar, P., & Sarami, G. (2014). On the use of virtual social networks in education: Benefits and challenges. New Thoughts on Education, 10(3), 29-51. (in Persian).
Coleman, J. S. (1990). Foundation of social theory. Cambridge, M.A.: Belknap/ Harvard University Press.
Dortaj, F., Rajabian, M., & Asadinejad, R. (2016). Study of the relationship between the use of virtual social networks and the quality of learning experiences in students. Research in Educational Systems, 10(33), 212-229. (in Persian)
Kraiger, K., Ford J. K., & Salas E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Applied Psychology, 78(2), 311-328.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? The American Psychologist, 53, 1017-1031.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning, 35-58.Texas: Calico Monograph Series.
Mesrabadi, J. (2016). Application of inferential statistics in behavioral sciences. Tabriz: Azarbaijan Shahid Madani University Pub. (in Persian).
Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2012). Applied multivariate research: Design and interpretation (2 edition). SAGE Publications.
Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Applied Psychology, 78, 173-183.
Morrison, E. W. (2002). Newcomers’ relationships: The role of social network ties during socialization. Academy of Management, 45(6), 1149-116.
Park, S. Y., Cha, S. B., Lim, K., & Jung, S. H. (2014). The relationship between university student learning outcomes and participation in social network services, social acceptance and attitude towards school life. British Journal of Educational Technology, 45(1), 97-111.
Salas, E., Tannenbaum, S., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
Shaw, B., & Gant, L. (2002). In defense of the Internet: The relationship between Internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5, 157-171.
Soleymani, M., Sadipoor, E., & Asadzadeh, H. (2016). Relationship between using mobile phone’s virtual social media and students’ academic procrastination, feeling lonely and mental health. Information and Communication Technology in Educational Sciences, 4(24), 127-144. (in Persian).
Tian, S. W., Yan Yu, A., Vogel, D., & Kwok, C. W. R. (2011). The impact of online social networking on learning: A social integration perspective. International Journal of Networking and Virtual Organizations, 8(314), 264-280.
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45, 513-521.
Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790-1800.
Williams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learning experience. Information Systems Education, 20(2), 165-174.
Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
Zaraii Zavaraki, E., & Ghorbani, H. R. (2015). The effect of virtual social networks usage on the students' English language learning. Technology of Instruction and Learning, 1(3), 23-36. (in Persian).
