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

Subject Areas :

Marjan Kheirandish ¹ , نادره سهرابی شگفتی ² , hossein bagholi ³ , سیدابراهیم حسینی 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 - گروه آموزشی روان شناسی،واحد مرودشت،دانشگاه ازاد اسلامی ،مرودشت،ایران

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.

 

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