Discriminant Analysis of Identity Styles, Academic Self-Efficacy and Academic Hope Among Students with Internet Abusive Use and Normal Students

Subject Areas : Psychological Models and Methods

Marjan Kheirandish ¹ , نادره سهرابی شگفتی ² , hossein bagholi ³ , Seyyed Ebrahim Hosseini ⁴

1 - Department faculty university iran.fars.marvdasht
2 - دانشکده روانشناسی دانشگاه آزاد مرودشت، فارس، ایران
3 - Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4 - Associate Professor, Department of biology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.

Received: 2023-11-07 Accepted : 2024-06-17 Published : 2024-08-05

Keywords: internet abusive use, academic hope, identity styles and academic self-efficacy.,

Abstract :

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.

 

References:

1. Kumar T, Rajendran V, Dutta G, Ambwani S, Lal H, Ram K, Raghav, P. Prevalence of Internet Addiction and Impact of Internet Socialization on Professional, Academic, Social Lives and Sleep Pattern Among Students and Professionals from Various Fields Across India. Advances in medical education and practice, 2023; 14, 1369–1378. https://doi.org/10.2147/AMEP.S438215
2. Ying Hsieh K, Hsiao RC, Yang Y H, Lee KH, Fang Yen CH. Relationship between Self-Identity Confusion and Internet Addiction among College Students: The Mediating Effects of Psychological Inflexibility and Experiential Avoidance. Int. J. Environ. Res. Public Health, 2019; 16(17), 3225. 10.3390/ijerph16173225
3. Mottaghi S, Safaie S. Psychometric properties of Internet abusive use questionnaire. Journal title, 2017; 11(2), 92-102. 20.1001.1.20080166.1396.11.2.2.6
4. Xiao W, Liu X, Wang H, Huang Y, Dai Z, Si M, Fu J, Chen X, Jia M, Leng Z, Cui D, Mak W WS, Su X. Prevalence and risk for symptoms of PTSD among survivors of a COVID-19 infection. Psychiatry research, 2023; 326, 115304. https://doi.org/10.1016/j.psychres.2023.115304
5. Acharya S, Adhikari L, Khadka S, Paudel S, Kaphle M. Internet Addiction and Its Associated Factors among Undergraduate Students in Kathmandu, Nepal. Journal of addiction, 2023, 8782527. https://doi.org/10.1155/2023/8782527
6. Baradaran M. Internet addiction in students: the role of self-regulation, problem solving and interpersonal problems. Development of psychology. 2018; 8(7), 147-52.
7. Berzonsky M D, Kuk L. Identity Styles and College Adaptation: The Mediational Roles of Commitment, Self-Agency and Self-Regulation. Identity, 2021; 22(4), 310–325. https://doi.org/10.1080/15283488.2021.1979552
8. Ghanadzadegan HA, Salehi M, Kochakentezar R, sepahmansor M. The Modeling of Internet Addiction Based on Identity Styles: The Mediating Role of Alexithymia, Developmental Psychology Quarterly: Iranian Psychologists, 2020; 15(58), 165-173. https://jip.stb.iau.ir/article_664389.html?lang=en
9. Zarei S, Azodi P, Fatahi T, Azodi F, Mahmoodi M, Jahanpour F. Relationship between Internet Addiction and Identity Styles in Bushehr University of Medical Sciences Students. Journal of Education and Community Health, 2021; 8. 29-33. 10.52547/jech.8.1.29
10. Rahmati S, Keramati H. The Relationship between the Internet Addiction and Students’ Social Self-Efficacy, Identity Styles and Gender Differences. Journal of Health System Research, 2016; 12 (1), 21-26. http://hsr.mui.ac.ir/article-1-845-en.html
11. Monacis L, De Palo V, Griffiths M D, Sinatra M. Exploring individual differences in online addictions: The role of identity and attachment. International journal of mental health and addiction, 2017; 15(4), 853-868. 10.1007/s11469-017-9768-5
12. Qaderi H, Nabizadeh Chianeh Q, Esmaili Kurane A. Identity Styles, Loneliness and Fear of Intimacy among Internet Addicts and Normal Individuals. National Studies Journal, 2014; 15(60), 117-136. 20.1001.1.1735059.1393.15.60.6.1
13. Odaci H. Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students, Computers & Education, 2011; 57, 1109–1113. https://doi.org/10.1016/j.compedu.2011.01.005
14. Davis R A. A cognitive behavioral model of pathological internet use. Journal of Computer in Human Behavior, 2001; 17, 181-195. 10.1016/S0747-5632(00)00041-8
15. Iskender M, Akin A. Social self-efficacy, academic locus of control, and internet addiction. Computers & Education, 2010; 54, 1101–1106. 10.1016/j.compedu.2009.10.014
16. Bandura A. Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 2018; 13(2), 130–136.
17. Keshtvarz Kondazi E, Ojinejad A. The mediating role of academic optimism in the relationship between perceived self-efficacy and students' adaptation to university. Journal of Education and Learning Studies, 2019; 12(2), 85-109. 10.22099/JSLI.2021.6043
18. Khan M. "Academic Self-Efficacy, Coping, and Academic Performance in College," International Journal of Undergraduate Research and Creative Activities, 2023; 5(1), Article 3. https://doi.org/10.7710/2168-0620.1006
19. Dalir M, Aghayoosefi A R. The role of self-efficacy and social phobia in the prediction of Internet dependency in students. Rooyesh, 2016; 4(4), 93-104. http://frooyesh.ir/article-1-207-fa.html+18
20. Aydin B. Resorting to internet: A look at university students’ problematic internet use through meaning in life, self-efficacy and self-esteem. Journal of Human Science, 2017; 14 (2),1938-1950.
21. Berte D Z, Mahamid FA, Affouneh S. Internet addiction and perceived self-efficacy among university students. Journal of Mental Health and Addiction, 2021; 19, 162-176. 10.1007/s11469-019-00160-8
22. Błachnio A, Przepiórk A, Durak E, Durak, M, Sherstyuk L. The role of self-esteem in Internet addiction: a comparison between Turkish, Polish and Ukrainian samples. The European Journal of Psychiatry, 2016; 30(2), 149-155.
23. Berte D Z, Mahamid F A, Affouneh S. Internet addiction and perceived self-efficacy among university students. International Journal of Mental Health and Addiction, 2021; 19, 162-176. https://doi.org/10.1007/s11469-019-00160-8
24. Du Z, Zhang X. Analysis of the mediating effects of self-efficacy and self-control between physical activity and Internet addiction among Chinese college students. Frontiers in psychology, 2022; 13, 1002830. https://doi.org/10.3389/fpsyg.2022.1002830
25. Hansen M J, Palakal M J, White L. The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students. Journal for STEM Educ Res (2023). https://doi.org/10.1007/s41979-023-00096-8
26. Jun S, Choi E. Academic stress and Internet addiction from general strain theory framework. Computers in Human Behavior, 2015; 49, 282–287. https://doi.org/10.1016/j.chb.2015.03.001
27. Yang S, Guan H, Tang Y, Wang H, Cao N. The Relationship between daily stressand Internet addiction of boys from the higher vocational college: The regulating role of social supporty. International Conference on Education Technology and Management Engineering, Lecture Notes in Information Technology, 2012; 16(3), 16 – 17. https://jsr-p.isfahan.iau.ir/article_539411.html?lang=en
28. Hassanzadehd R, Beydokhti A, Rezaei A, Rahaei F. A Study of Relationship between Internet Addiction and Academic Achievement and Learner's Personality Features. Information and Communication Technology in Educational Sciences, 2012; 3(1), 95-107. https://ictedu.sari.iau.ir/article_631857.html?lang=en
29. Rohani F, Tari S. A Study of the Relationship between the Rate of Addiction to Internet with Academic Motivation and Social Development among High School Students in Mazandaran Province. Information and Communication Technology in Educational Sciences, 2012; 2(2), 19-34. https://ictedu.sari.iau.ir/article_631381.html?lang=en
30. Shen C-X, Liu R-D, Wang D. Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 2013; 29(1), 185–192. https://doi.org/10.1016/j.chb.2012.08.004
31. Calvo-frances F. Internet Abusive Use Questionnaire: Psychometric properties, Cumputers in Human Behavior, 2016; 59, 187 -194. https://doi.org/10.1016/j.chb.2016.01.038
32. Sohrabi Shegeftia N, Samani S. Psychometric properties of the academic hope scale: Persian form. Procedia - Social and Behavioral Sciences, 2011; 30, 1133 – 1136. https://doi.org/10.1016/j.sbspro.2011.10.221
33. Snyder CR. “Hope Theory: Rainbows in the Mind”. Psychological Inquiry, 2002; 13(4), 249-75. 10.1207/S15327965PLI1304_01
34. Cole B P, Ingram P, Dye A, Molloy S, Singley D B. Development and validation of the Hope for Parenting Scale. Couple and Family Psychology: Research and Practice, 2021; 10(2), 124–135. https://doi.org/10.1037/cfp0000164
35. Berzonsky M D. Identity style and coping strategies. Journal of personality, 1992; 60(4), 771-788. 10.1111/j.1467-6494.1992.tb00273.x
36. Ghazanfari A. A Stydy of the reliability and validity of Identity Style Questionnaire (ISI - 6G). Foundations of Education, 2004; 05(1), 1-24. 10.22067/FE.V5I1.1824
37. Jinks J, Morgan V. Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 1999; 72(4), 224-230. https://doi.org/10.1080/00098659909599398
38. Jamali M, Noroozi A, Tahmasebi R. Factors Affecting Academic Self-Efficacy and Its Association with Academic Achievment among Students of Bushehr University Medical Sciences 2012-13. Iranian Journal of Medical Education, 2013; 13(8), 629-641. http://ijme.mui.ac.ir/article-1-2638-en.html
39. Weinstein A, Dorani D, Elhadif R, Bukovza Y, Yarmulnik A, Dannon P. Internet addiction is associated with social anxiety in young adults. Annals of clinical psychiatry: official journal of the American Academy of Clinical Psychiatrists, 2015; 27(1), 4–9. https://pubmed.ncbi.nlm.nih.gov/25696775/
40. Young K S. Internet addiction: the emergence of a new disorder. Journal of Cyber Psychology and Behavior, 1998; 1(3), 237- 44. https://doi.org/10.1089/cpb.1998.1.237