بررسی رابطه بین احساس تنهایی، سبک های دلبستگی و خود کارآمدی تحصیلی با اعتیاد به اینترنت در بین دانش آموزان پسرمتوسطه
محورهای موضوعی : مدیریت آموزشی
افسانه صابر کرگان
1
(هیآت علمی تمام وقت)
کلید واژه: احساس تنهایی, سبک های دلبستگی, خود کارآمدی تحصیلی, اعتیاد به اینترنت.,
چکیده مقاله :
زمینه و هدف: هدف مقاله حاضر بررسی رابطه بین احساس تنهایی، سبک های دلبستگی و خود کارآمدی تحصیلی با اعتیاد به اینترنت در بین دانش آموزان دبیرستانی شهر بجنورد می باشد. روش بررسی: جامعه آماری شامل کلیه دانش آموزان پسر مقطع متوسطه دوم شهر بجنورد، به تعداد 2800 نفر بود که از این تعداد 335 نفر به عنوان نمونه و به روش نمونه گیری تصادفی خوشه ای انتخاب گردیدند و به پرسشنامه سبک های دلبستگی کولینز و رید (1990)، پرسشنامه احساس تنهایی راسل (1980)، پرسشنامه خود کارآمدی تحصیلی اُون و فرانمن (1988) و پرسشنامه سنجش اعتیاد اینترنتی یانگ (1998) پاسخ دادند. روایی ابزار از نوع صوری و محتوایی بود و پایایی آنها با ضریب آلفای کرونباخ به ترتیب مقادیر 77/0، 71/0، 91/0 و 93/0 برآورد گردید. جهت تحليل داده¬ها از آمار توصيفي (توزیع فراوانی، درصد و میانگین) و جهت آزمون های استنباطی از ضریب همبستگی پیرسون، واریانس و آزمون رگرسیون و معادلات ساختاری استفاده شد که با بسته نرم افزاري لیزرل و اس پی اس اس نسخه 23 تحلیل شدند. یافته ها: نتایج نشانگر آن بود که بین احساس تنهایی با اعتیاد به اینترنت در بین دانش آموزان رابطه معنادار و مستقیم وجود دارد. همچنین بین اعتیاد اینترنتی با سبک دلبستگی ایمن رابطه معنادار و معکوس، سبک دلبستگی اجتنابی و سبک دلبستگی اضطرابی نیز معنادار و مستقیم است. همچنین بین خود کارآمدی با اعتیاد به اینترنت در بین دانش آموزان رابطه معنادار و معکوس وجود دارد.
Mahboubeh Soleimanpouromran corresponding author:* Assistant Professor, Department of Educational sciences, Bojnourd Branch , Islamic Azad University, Bojnourd, Iran Abstract Background and Aim: The purpose of this study was to investigate the relationship between loneliness, attachment styles and academic self-efficacy with Internet addiction among high school students in bojnord. Materials and Methods: The statistical population of the study consisted of all male secondary school students in the city of bojnord in the academic, with 2800 people. Of these, 335were selected as sample and selected by cluster random sampling. The questionnaire was light Attachment Collins and Reid (1990), Russell's sense of loneliness questionnaire (1980), Educational self-efficacy questionnaire (CASE, Onan and Franmen) 1988), and Young's online addiction testing questionnaire (1998). The data were analyzed using Pearson correlation coefficient and analysis of variance. Results: Results showed that there is a meaningful relationship between loneliness and Internet addiction among students. Also, between Internet addiction with secure attachment style (875 / 0-), avoidant attachment style (0.880) and anxiety attachment style (0.725) were significant (p <0.05). This means that the relationship between online addiction and anxiety attachment style and direct anxiety attachment style with inverse attachment style are inverted. Conclusion: a significant relationship between self-efficacy and Internet addiction among students. It can also predict online addiction among students based on loneliness, attachment styles, and academic self-efficacy.
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