اثر الگوهای ارتباطی خانواده و هیجان‌خواهی با وابستگی به فضای مجازی: نقش میانجی نیازهای اساسی روان‌شناختی

نوع مقاله : پژوهشی اصیل

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشیار گروه روان‌شناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 استاد گروه روان‌شناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

نوجوانی دوره آسیب­پذیری نسبت به اثرات وقایع و پدیده­های اجتماعی است، لذا مطالعه فضای مجازی در زندگی اجتماعی و تحصیلی نوجوانان و این­که چه عوامل و متغیرهایی می­تواند به­صورت مستقیم و غیرمستقیم روی این وابستگی اثر گذار باشد، امر مهمی به­شمار می­آید. هدف پژوهش حاضر طراحی و آزمون مدل اثر الگوهای ارتباطی خانواده و هیجان­خواهی با وابستگی به فضای مجازی از طریق نیازهای اساسی روان‌شناختی (شایستگی، خودمختاری و ارتباط) بود. پژوهش حاضر به روش همبستگی و از نوع تحلیل مسیر بود. جامعه آماری پژوهش شامل کلیه دانش­آموزان دوره اول متوسطه شهر خرم آباد بود که از بین آن­ها تعداد 290 به روش نمونه‌گیری تصادفی  خوشه‌ای چند مرحله­ای انتخاب شدند. ابزار پژوهش شامل پرسشنامه اعتیاد به شبکه­های اجتماعی مجازی در نوجوانان (Sadeghzadeh et al., 2019)، پرسشنامه تجدیدنظر شده الگوهای ارتباطی خانواده (Ritchie & Fitzpatrick, 1990)، مقیاس هیجان‌خواهی (Aluja et al., 2010) و مقیاس نیازهای اساسی روان‌شناختی (Sorebo et al., 2006) بود. ارزیابی الگوی پیشنهادی از طریق تحلیل مسیر  و با استفاده از نرم­افزارهای SPSS و AMOS ویراست 23 انجام گرفت. نتایج پژوهش حاضر نشان داد رابطه مستقیم الگوی ارتباطی گفت و شنود بر نیازهای اساسی روان‌شناختی (شایستگی، خودمختاری و ارتباط‌) و نیز رابطه مستقیم هیجان‌خواهی بر وابستگی به فضای مجازی، مثبت و معنی‌دار بود. همچنین رابطه مستقیم الگوی ارتباطی همنوایی بر نیازهای اساسی روان‌شناختی (شایستگی، خودمختاری و ارتباط‌)، و رابطه مستقیم هیجان‌خواهی بر نیازهای اساسی روان‌شناختی (شایستگی، خودمختاری و ارتباط‌)، و نیز رابطه مستقیم شایستگی بر وابستگی به فضای مجازی منفی و معنی‌دار بود. علاوه مسیرهای خودمختاری و ارتباط بر وابستگی به فضای مجازی تأیید نشد. به‌علاوه در مسیرهای غیرمستقیم نیز نیازهای اساسی روان‌شناختی (شایستگی، خودمختاری و ارتباط‌)، بین الگوی ارتباطی گفت و شنود و وابستگی به فضای مجازی، و نیز بین الگوی ارتباطی همنوایی و وابستگی به فضای مجازی و همچنین بین هیجان‌خواهی و وابستگی به فضای مجازی نقش میانجی‌گر را داشتند. بنابراین می‌توان با آموزش الگوهای ارتباطی به خانواده‌ها و همچنین روش‌های کنترل کردن هیجانات به جوانان و نوجوانان، علاوه بر برآورده کردن نیازهای اساسی روان‌شناختی (خودمختاری، شایستگی و ارتباط) آن‌ها، می‌توان باعث کاهش وابستگی آنان به فضای مجازی شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Moderating Role of Age and Gender in the Relationship between Emotional Effect of family communication patterns and sensation seeking with dependence on virtual space: The mediating role of basic psychological needs

نویسندگان [English]

  • marjan arabani 1
  • askar atashafrouz 2
  • Manijeh Shehni Yeylag 3
  • morteza omidian 3
1 Ph.D Student in Educational Psychology, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Associate Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

The present study aimed to develop and test a model to account for the effect of family communication patterns and sensation seeking on internet addiction through the mediating role of basic psychological needs (competence, autonomy, and communication). This study adopted a multivariate correlational design through path analysis. The participants (n = 290) were selected through multi-stage cluster random sampling from among all the lower secondary school students in Khorramabad. The data were collected using the Addiction to Virtual Social Networks in Adolescents Questionnaire (Sadeghzadeh et al., 2019), the Revised Family Communication Patterns Questionnaire (Ritchie & Fitzpatrick, 1990), the Sensation Seeking Scale (Aluja et al., 2010), and the Basic Psychological Needs Scale (Sorebo et al., 2006). The proposed model was evaluated through path analysis with SPSS and AMOS-23 software. The findings confirmed a positive and significant direct relationship between communication patterns (conversation) and basic psychological needs (competence, autonomy, and communication) and also a positive and significant direct relationship between sensation seeking and internet addiction. The data also indicated a negative and significant direct relationship between conformity communication patterns and basic psychological needs (competence, autonomy, and communication), a negative and significant direct relationship between sensation seeking and basic psychological needs (competence, autonomy, and communication), and a negative and significant direct relationship between competence and internet addiction. In addition, the paths of autonomy and communication on internet addiction were not confirmed. Moreover, in the indirect paths, basic psychological needs (competence, autonomy, and communication) played a mediating role between communication patterns (conversation) and internet addiction, between the communication pattern (conformity) and internet addiction, and between sensation seeking and internet addiction. Thus, teaching communication patterns and the way to control emotions to parents, young individuals, and adolescents can contribute to meeting their basic psychological needs (autonomy, competence, and communication) and reduce their dependence on online social networks.

کلیدواژه‌ها [English]

  • Internet Addiction
  • Family Communication Patterns
  • Sensation Seeking
  • Basic Psychological Needs
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