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نقش میانجی ارضای نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی در رابطه بین خودشناسی و اهمالکاری تحصیلی در دانشآموزان دوره تحصیلی متوسطه دوم | ||
تدریس پژوهی | ||
مقاله 1، دوره 10، شماره 2، تیر 1401، صفحه 21-1 اصل مقاله (1.06 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J012.2022.025 | ||
نویسندگان | ||
سکینه نصیری1؛ یداله قاسمی پور* 2؛ سعید آریاپوران1 | ||
1گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، همدان، ایران | ||
2گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، همدان، ایران | ||
چکیده | ||
هدف پژوهش حاضر بررسی نقش میانجی ارضای نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی در رابطه بین خودشناسی و اهمالکاری تحصیلی در دانشآموزان دوره متوسطه دوم بود. روش این پژوهش همبستگی از نوع معادلات ساختاری بود. جامعه آماری پژوهش کلیه دانشآموزان دوره دوم متوسطه شهر ملایر (7450 نفر) بود که از بین آنان 515 نفر بر اساس فرمول کوکران و با روش نمونهگیری تصادفی خوشهای انتخاب شدند. هر یک از شرکتکنندگان، پرسشنامهای شامل مقیاس اهمالکاری تحصیلی سولومون و راثبلوم (1984)، مقیاس نیازهای بنیادین روانشناختی (لارگاردیا و همکاران، 2000)، مقیاس اعتیاد به فضای مجازی (یانگ و راجرز، 1998) و پرسشنامه خودشناسی انسجامی قربانی و همکاران (2008) را تکمیل نمودند. دادهها با روش همبستگی پیرسون و تحلیل مسیر و با استفاده از نرمافزارهای SPSS-26 و AMOS-24 تجزیهوتحلیل شدند. نتایج نشان داد اثرات مستقیم خودشناسی بر نیازهای بنیادین روانشناختی (35/0β > ) و اعتیاد به فضای مجازی معنیدار بود (50/0-β = ). در بین نیازهای بنیادین، اثرات نیاز به شایستگی بر اهمالکاری معنیداری بود (36/0β = )، درحالیکه نیازهای ارتباط با دیگران و خودمختاری بر اهمالکاری تحصیلی اثر معنیداری نداشتند. اثر اعتیاد به فضای مجازی نیز بر اهمالکاری معنیدار بود (46/0β = ). اثر غیرمستقیم خودشناسی بر اهمالکاری تحصیلی از طریق نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی نیز معنیدار بود (49/0-β = ). یافتههای پژوهش نشان میدهد خودشناسی از طریق ارضای نیازهای بنیادین روانشناختی و کاهش اعتیاد به فضای مجازی میتواند در کاهش اهمالکاری تحصیلی اثربخش باشد. بنابراین با فراهم کردن محیطی که در مدرسه و خانواده از نیازهای بنیادین حمایت میکنند میتوان از اهمالکاری تحصیلی دانشآموزان جلوگیری کرد | ||
کلیدواژهها | ||
خودشناسی؛ نیازهای بنیادین روانشناختی؛ اعتیاد به فضای مجازی؛ اهمالکاری تحصیلی | ||
مراجع | ||
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