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پیشبینی افسردگی، اضطراب، استرس و اهمالکاری تحصیلی بر اساس اعتیاد به گوشیهای هوشمند با تأکید برتفاوت های جنسیتی در دانشآموزان | ||
مطالعات اجتماعی روان شناختی زنان | ||
مقاله 3، دوره 20، شماره 2 - شماره پیاپی 71، تیر 1401، صفحه 66-95 اصل مقاله (1.32 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22051/jwsps.2022.38225.2529 | ||
نویسندگان | ||
محبوبه موسیوند* 1؛ مژگان حیاتی2؛ مهدیه رمضانی ترکمانی3 | ||
1استادیار گروه مطالعات علوم اجتماعی و توسعه، پژوهشکده زنان دانشگاه الزهرا، تهران، ایران. (نویسنده مسئول). m.moosivand@alzahra.ac.ir | ||
2استادیار رشته مشاوره، دانشگاه پیام نور، مرکز تهران، تهران، ایران. mozhgan.hayati@yahoo.com | ||
3کارشناس ارشد رشته مشاوره، دانشگاه پیام نور، مرکز قزوین، قزوین، ایران. Mahdiyehramezani82@gmail.com | ||
چکیده | ||
استفاده بیش از حد از گوشیهای هوشمند با اهمالکاری تحصیلی، افسردگی، اضطراب و استرس در دانشآموزان مرتبط است. بنابراین، بررسی ارتباط اعتیاد به گوشی هوشمند با اهمالکاری و آسیبپذیری روانشناختی در دانشآموزان از اهمیت ویژهای برخوردار است. از اینرو، مطالعه حاضر با هدف پیشبینی افسردگی، اضطراب، استرس و اهمالکاری تحصیلی بر اساس اعتیاد به گوشیهای هوشمند با تأکید برتفاوتهای جنسیتی در دانشآموزان انجام شده است. این پژوهش به لحاظ روش توصیفی از نوع همبستگی است. با استفاده از روش نمونهگیری طبقهای نسبتی 275 نفر (120 دختر و 155 پسر) از دانشآموزان دوره اول متوسطه شهر ترکمانچای که در سال تحصیلی 1400-1399 بهعنوان نمونه آماری انتخاب شدند. دادههای پژوهش با پرسشنامه اهمالکاری سولومون و راثبلوم (1984)، پرسشنامه اعتیاد به گوشی همراه سواری (1392) و مقیاس افسردگی، اضطراب و استرس (DASS-21) از نمونه مورد مطالعه جمعآوری شدند. نتایج حاصل از ضریب همبستگی پیرسون نشان داد بین اعتیاد به گوشیهای هوشمند با افسردگی (457/0=r)، اضطراب (363/0=r)، استرس (334/0=r) و اهمالکاری تحصیلی (358/0=r) رابطه مثبت و معنیداری وجود دارد (001/0≥P). نتایج رگرسیون نیز چندگانه نشان داد در دانشآموزان دختر میلگرایی، احساس تنهایی و خلاقیتزدایی و در دانشآموزان پسر میلگرایی و احساس تنهایی قویترین پیشبینیکنندههای افسردگی، اضطراب و استرس هستند. همچنین، قویترین پیشبینیکننده اهمالکاری دانشآموزان دختر احساس تنهایی و خلاقیتزدایی و دانشآموزان پساحساس تنهایی است. بنابراین، میتوان نتیجه گرفت اعتیاد به گوشیهای هوشمند همراه سبب افزایش میزان استرس و اضطراب در دانشآموزان شده و استرس و اضطراب ناشی از اعتیاد به گوشیهای هوشمند نیز باعث افزایش میزان اهمالکاری آنها شده است. | ||
کلیدواژهها | ||
اعتیاد؛ استرس؛ اضطراب؛ افسردگی؛ اهمالکاری تحصیلی؛ جنسیت؛ دانشآموزان؛ گوشیهای هوشمند | ||
عنوان مقاله [English] | ||
Predicting depression, anxiety, stress and academic procrastination based on smartphone addiction with emphasis on gender differences in students | ||
نویسندگان [English] | ||
Mahboobeh Moosivand1؛ Mozhgan Hayati2؛ Mahdieh Ramezani Torkamani3 | ||
1Assistances professors of social study and development of women research center Alzahra University. Iran .Tehran. | ||
2Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University. Tehran. Iran | ||
3Master of Counseling, Payame Noor University, Qazvin Branch | ||
چکیده [English] | ||
Excessive use of smartphones is associated with academic procrastination, depression, anxiety and stress in students; Therefore, examining the relationship between smartphone addiction and procrastination and psychological vulnerability in students is of particular importance. Therefore, this study was conducted to predict depression, anxiety, stress and academic procrastination based on smartphone addiction with emphasis on gender differences in students. The present study was a descriptive correlational study. Using the stratified sampling method, 275 students (120 girls and 155 boys) of the first year high school students in Turkmanchay who were selected in the academic year 1399-1400. Research data were collected using Solomon and Rathblum (1984) Delayed Questionnaire, Mobile Phone Addiction Questionnaire (2013) and Depression, Anxiety and Stress Scale (DASS-21). The results of Pearson correlation coefficient showed that between smartphone addiction with depression (r = 0.457), anxiety (r = 0.363), stress (r = 0.334) and academic procrastination (0.358) = r) There is a positive and significant relationship (P≥0.001). The results of multiple regression showed that in female students, desire for loneliness and creativity and in male students, desire and loneliness were the strongest predictors of depression, anxiety and stress. Also the strongest predictors of procrastination in female students were loneliness and de-creativity and in post-students loneliness. It can be concluded that addiction to mobile smartphones increases the level of stress and anxiety in students and stress and anxiety caused by addiction to smartphones also increases the level of procrastination among students | ||
کلیدواژهها [English] | ||
Smartphone addiction, stress, anxiety, depression, academic procrastination | ||
مراجع | ||
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