تأثیر سازگاری عاطفی و اجتماعی بر رفتارهای پرخطر برخط (آنلاین) دانش‌آموزان متوسطه اول
محورهای موضوعی : تربیتیعلیرضا سوادکوهی 1 , مسعود شریفی 2 , امید شکری 3
1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.
2 - استادیار گروه روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - استادیار گروه روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.
کلید واژه: دانش‌آموزان متوسطه اول, روابط برخط (آنلاین), انطباق, سازگاری, کنارآمدن,
چکیده مقاله :
هدف پژوهش حاضر، بررسی تأثیر سازگاری عاطفی و اجتماعی بر رفتارهای پرخطر برخط (آنلاین) دانش‌آموزان بود. روش پژوهش از نوع توصیفی- همبستگی و جامعة آماری پژوهش، دانش‌آموزان متوسطه اول شهر اصفهان در سال تحصیلی 99-1398 بود که به روش نمونه‌گیری تصادفی طبقه‌ای، با استفاده از فرمول کوکران تعداد 222 نفر برای گروه نمونه انتخاب گردید و به پرسشنامه سازگاری دانش‌آموزان (Sinha & Sing, 1993) و مقیاس غربالگری استفادة پرخطر و مشکل‌آفرین از اینترنت (Jelenchick et al, 2014) پاسخ دادند. داده‌های جمع‌آوری شده با استفاده از تحلیل رگرسیون تحلیل گردیدند. نتایج نشان داد ابعاد سازگاری نقش مثبت و معناداری بر رفتارهای پرخطر برخط (آنلاین) دارد (368/0=r)، (01/0>p). نتایج تحلیل رگرسیون نشان داد 6/13درصد از تغییرات رفتارهای پرخطر برخط (آنلاین) به وسیلة سازگاری عاطفی قابل پیش‌بینی است؛ بنابراین مؤلفه سازگاری عاطفی به تنهایی قادر به پیش‌بینی رفتارهای پرخطر برخط (آنلاین) است (01/0p<) و (83/5=t). توانایی سازگاری در پیش‌بینی رفتارهای پرخطر برخط (آنلاین)، نشان می‌دهد می‌توان آن را زمینه‌ساز آسیب‌پذیری دانش‌آموزان در رفتارهای پرخطر برخط (آنلاین) دانست. به عبارتی با تقویت آن در مدارس می‌توان آسیب‌های مربوط به رفتارهای برخط (آنلاین) دانش‌آموزان را کاهش داد.
the purpose of this study was to investigate the effect of emotional and social adjustment on students' high-risk online behaviors. The research method was descriptive-correlational. The statistical population was the first high school students of Isfahan city in the academic year of 1398-99. 222 students were selected randomly as the sample group using Cochran formula. They responded to the Student Adjustment Questionnaire (Sinha & Sing, 1993) and The Problematic and Risky Internet Use Screening Scale (PRIUSS) (Jelenchick et al, 2014). The collected data were analyzed using regression analysis. The results showed that adaptation dimensions had a positive and significant role on online high risk behaviors (r = 0.368), (p <0.01). The results of regression analysis showed that 13.6% of the changes in online high risk behaviors can be predicted by emotional adjustment. Therefore the emotional adjustment alone was able to predict online high risk behaviors (p <0.01) and (t= 5.83). The ability of adaptation to predict online high-risk behaviors suggests that it can be a prerequisite for students' vulnerability to online high-risk behaviors. In other words, by reinforcing it in schools, it can reduce the harm associated with students' online behaviors.
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