بررسی تعدیل کنندگی وابستگی به تلفن همراه در آزمون مدل پیش بینی نشاط ذهنی بر اساس حمایت اجتماعی و ناگویی خلقی با میانجی گری اهمال کاری تحصیلی

فصلنامه علمی روش ها و مدل های روانشناختی

دوره 11، شماره 42، بهمن 1399، صفحه 115-131   

نوع مقاله: مقاله پژوهشی

نویسندگان

مریم محمدزاده¹؛ زهرا افتخار صعادی^{* 2}؛ سعید بختیارپور³؛ رضا جوهری فرد⁴

¹دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

²گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران. نویسنده

³گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

⁴روه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

تاریخ دریافت: 16 تیر 1399،  تاریخ بازنگری: 10 دی 1399،  تاریخ پذیرش: 19 اردیبهشت 1400 

چکیده

مقدمه و هدف: با توجه به شیوع بالای وابستگی به تلفن های هوشمند و نیز اهمال کری در بین نوجوانان، هدف این پژوهش بررسی تعدیل کنندگی وابستگی به تلفن همراه در آزمون مدل پیش بینی نشاط ذهنی بر اساس حمایت اجتماعی و ناگویی خلقی با میانجی گری اهمال کاری تحصیلی در دختران نوجوان بود.  
مواد و روش­ها: جامعه آماری شامل دانش‌آموزان دختر دورة متوسطه شهر بندر امام خمینی (ره) بود که در سال تحصیلی 98- 1397 مشغول به تحصیل بودند.از بین آنها 352 نفر به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. و به پرسشنامه‌های وابستگی به تلفن هوشمند، حمایت اجتماعی ادراک شده، ناگویی خلقی، اهمال کاری و نشاط ذهنی، پاسخ دادند. داده‌ها با روش مدل‌یابی معادلات ساختاری تحلیل شدند. (05/0 ≥P).
یافته ­ها: نتایج نشان دادند در هر دو گروه، مسیر مستقیم حمایت اجتماعی و ناگویی خلقی، با نشاط ذهنی معنی دار نبود، اما مسیر مستقیم اهمال کاری تحصیلی به نشاط ذهنی منفی و معنی دار و حمایت اجتماعی به اهمال کاری تحصیلی منفی و معنی دار  و مسیر ناگویی خلقی به اهمال کاری تحصیلی مثبت و معنادار بود. اهمال کاری تحصیلی رابطه بین حمایت اجتماعی و ناگویی خلقی را با نشاط ذهنی به صورت کامل واسطه‌گری کرد. همچنین وابستگی به تلفن همراه این مدل میانجی گری را تعدیل کرد.
بحث و نتیجه ­گیری: می‌‌توان با افزایش حمایت اجتماعی و درمان ناگویی خلقی اهمال کاری تحصیلی را در نوجوانان کمتر کرده و به واسطه آن نشاط ذهنی را بهبود بخشید. و با آموزش استفاده صحیح از تلفن همراه شدت تاثیر عوامل بر کاهش نشاط ذهنی را کمتر کرد.

کلیدواژه‌ها

اهمال کاری تحصیلی؛ حمایت اجتماعی ادراک شده؛ ناگویی خلقی؛ نشاط ذهنی؛ وابستگی به تلفن همراه

عنوان مقاله [English]

investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and Alexithymia mediated by academic procrastination

نویسندگان [English]

Maryam Mohammadzadeh¹؛ Zahra Eftekhar soadi²؛ saeed bakhtiarpour³؛ Reza Joharifard⁴

¹Ph.D Student of educational psychology, department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

²department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

³department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

⁴department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

چکیده [English]

Introduction:The purpose of this study was to investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and alexithymia mediated by academic procrastination in adolescent girls.
Materials and Methods: The statistical population included the Bandar Imam Khomeini high school girl students, in 2019. 352 of them were selected by multistage cluster random sampling. They responded to these questionnaires: smartphone addiction scale, Multidimensional Scale of Perceived Social Support, Alexithymia Questionnaire, academic procrastination Scale, and subjective vitality questionnaire. Data were analyzed by structural equation modeling
Findings:The results showed that in both groups of addicted students to mobile and non-mobile addicted, the direct path of social support and alexithymia was not significant with subjective vitality, but the direct path of academic procrastination to subjective vitality was negative and significant and social support had a negative and significant relationship with academic procrastination and alexithymia had a positive and significant relationship with academic procrastination. Academic procrastination also mediated the relationship between social support and alexithymia with subjective vitality. Dependence on mobile phones moderated this mediation model.
Conclusion:By increasing social support and treating alexithymia, it is possible to reduce academic procrastination in adolescents and thereby improve subjective vitality. And by teaching the correct use of mobile phones, the intensity of the impact of factors on reducing subjective vitality decreased.

کلیدواژه‌ها [English]

Cognitive-behavioral training, Family Emotional Conditions, Mothers’ behavioral management training

مراجع

1. Deci EL, Ryan RM. Self‐determination. The Corsini encyclopedia of psychology. 2010 Jan 30:1-2. https://doi.org/10.1002/9780470479216.corpsy0834
2. Hills P, Argyle M. The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being. Personality and individual differences. 2002 Nov 1;33(7):1073-82. https://doi.org/10.1016/S0191-8869(01)00213-6
3. Slavin RE. Educational psychology: Theory and practice. 2019 Apr 26. https://www.dphu.org/uploads/attachements/books/books_4778_0.pdf
4. Steel P, Klingsieck KB. Academic procrastination: Psychological antecedents revisited. Australian Psychologist. 2016 Feb;51(1):36-46. https://doi.org/10.1111/ap.12173
5. Hatefnia, F., dortaj, F., Alipour, A., farrokhi, N. Effect of Procrastination on Psychological Well Being: Mediating Roles of Flow Experience, Life Satisfaction and Positive-Negative Affective. Quarterly Social Psychology Research, 2019; 9(33): 53-76 http://www.socialpsychology.ir/article_91536.html?lang=en
6. Grunschel C, Schwinger M, Steinmayr R, Fries S. Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences. 2016 Jul 1;49:162-70. https://doi.org/10.1016/j.lindif.2016.06.008
7. Neff KD. The role of self-compassion in development: A healthier way to relate to oneself. Human development. 2009 Jun;52(4):211. https://doi.org/10.1159/000215071
8. Camara M, Bacigalupe G, Padilla P. The role of social support in adolescents: are you helping me or stressing me out?. International Journal of Adolescence and Youth. 2017 Apr 3;22(2):123-36. https://doi.org/10.1080/02673843.2013.875480
9. Lasarte OF, Díaz ER, Palacios EG, Fernández AR. The role of social support in school adjustment during Secondary Education. Psicothema. 2020 Feb;32(1):100-7. https://doi.org/10.7334/psicothema2019.125
10. Lakey B. Perceived social support and happiness: The role of personality and relational processes. InOxford handbook of happiness 2013. https://doi.org/10.1093/oxfordhb/9780199557257.013.0062
11. Brannan D, Biswas-Diener R, Mohr CD, Mortazavi S, Stein N. Friends and family: A cross-cultural investigation of social support and subjective well-being among college students. The Journal of Positive Psychology. 2013 Jan 1;8(1):65-75. https://doi.org/10.1080/17439760.2012.743573
12. Dominguez-Fuentes JM, Hombrados-Mendieta MI. Social support and happiness in immigrant women in Spain. Psychological reports. 2012 Jun;110(3):977-90. https://doi.org/10.2466/17.02.20.21.PR0.110.3.977-990
13. Moeini B, Barati M, Farhadian M, Ara MH. The Association between Social Support and Happiness among Elderly in Iran. Korean J Fam Med. 2018 Jul;39(4):260-265. https://doi.org/10.4082/kjfm.17.0121
14. Zeidner M, Matthews G, Shemesh DO. Cognitive-social sources of wellbeing: Differentiating the roles of coping style, social support and emotional intelligence. Journal of Happiness Studies. 2016 Dec;17(6):2481-501. https://doi.org/10.1007/s10902-015-9703-z
15. Bum CH, Jeon IK. Structural relationships between students' social support and self-esteem, depression, and happiness. Social Behavior and Personality: an international journal. 2016 Dec 7;44(11):1761-74. https://doi.org/10.2224/sbp.2016.44.11.1761
16. Wang MT, Fredricks JA. The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child development. 2014 Mar;85(2):722-37. https://doi.org/10.1111/cdev.12138
17. Fernández-Zabala A, Goñi E, Camino I, Zulaika LM. Family and school context in school engagement. European Journal of Education and Psychology. 2016 Dec 1;9(2):47-55. https://doi.org/10.1016/j.ejeps.2015.09.001
18. Moreira PA, Dias P, Vaz FM, Vaz JM. Predictors of academic performance and school engagement—Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences. 2013 Apr 1;24:117-25. https://doi.org/10.1016/j.lindif.2012.10.016.
19. Song J, Bong M, Lee K, Kim SI. Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology. 2015 Aug;107(3):821. https://psycnet.apa.org/buy/2014-52632-001
20. Lam SF, Wong BP, Yang H, Liu Y. Understanding student engagement with a contextual model. InHandbook of research on student engagement 2012 (pp. 403-419). Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_19
21. Sari WL, Fakhruddiana F. Internal Locus of Control, Social Support and Academic Procrastination among Students in Completing the Thesis. International Journal of Evaluation and Research in Education. 2019 Jun;8(2):363-8. https://eric.ed.gov/?id=EJ1220909
22. Habibi Kaleybar, R., Piri, M., Rahimi Nia, S. Structural Equation Modeling of Relationship between Perceived Social Support and Academic Procrastination by Mediating Role of Academic Help Seeking Styles. Journal of Modern Psychological Researches, 2018; 13(49): 73-100 https://psychologyj.tabrizu.ac.ir/article_7417.html?lang=en
23. Brewer R, Cook R, Bird G. Alexithymia: a general deficit of interoception. Royal Society open science. 2016 Oct 1;3(10):150664. https://doi.org/10.1098/rsos.150664
24. Parker JD, Austin EJ, Hogan MJ, Wood LM, Bond BJ. Alexithymia and academic success: Examining the transition from high school to university. Personality and Individual Differences. 2005 Apr 1;38(6):1257-67. https://doi.org/10.1016/j.paid.2004.08.008
25. Kerr S, Johnson VK, Gans SE, Krumrine J. Predicting adjustment during the transition to college: Alexithymia, perceived stress, and psychological symptoms. Journal of college student development. 2004;45(6):593-611. https://doi.org/10.1353/csd.2004.0068
26. Abbasi M, Dargahi S, Pirani Z, Bonyadi F. Role of Procrastination and Motivational Self-Regulation in Predicting Students’ Academic Engagement . Iranian Journal of Medical Education. 2015; 15 :160-169  http://ijme.mui.ac.ir/article-1-3624-en.html.
27. Holder MD, Love AB, Timoney LR. The poor subjective well-being associated with alexithymia is mediated by romantic relationships. Journal of Happiness Studies. 2015 Feb 1;16(1):117-33. https://doi.org/10.1007/s10902-014-9500-0
28. Sadoughi M. The Relationship Between Problematic Mobile Usage and Academic Performance Among Students: The Mediating Role of Sleep Quality. Educ Strategy Med Sci. 2017; 10 (2) :123-132  http://edcbmj.ir/article-1-1141-en.html
29. Kwon M, Kim DJ, Cho H, Yang S. The smartphone addiction scale: development and validation of a short version for adolescents. PloS one. 2013 Dec 31;8(12):e83558. Google Scholar 
30. Deighton J, Lereya ST, Casey P, Patalay P, Humphrey N, Wolpert M. Prevalence of mental health problems in schools: poverty and other risk factors among 28 000 adolescents in England. The British Journal of Psychiatry. 2019 Sep;215(3):565-7. https://doi.org/10.1192/bjp.2019.19
31. Uysal R, Satici SA, Akin A. Mediating effect of Facebook® addiction on the relationship between subjective vitality and subjective happiness. Psychological reports. 2013 Dec;113(3):948-53. https://doi.org/10.2466/02.09.18.PR0.113x32z3
32. Domoff SE, Foley RP, Ferkel R. Addictive phone use and academic performance in adolescents. Human Behavior and Emerging Technologies. 2020 Jan;2(1):33-8. https://publons.com/publon/10.1002/hbe2.171.
33. Grant JE, Lust K, Chamberlain SR. Problematic smartphone use associated with greater alcohol consumption, mental health issues, poorer academic performance, and impulsivity. Journal of behavioral addictions. 2019 Jun;8(2):335-42. https://doi.org/10.1556/2006.8.2019.32
34. Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life.Computers in Human Behavior,57, 321-325. https://doi.org/10.1016/j.chb.2015.12.045
35. Durak HY. Modeling of variables related to problematic internet usage and problematic social media usage in adolescents. Current Psychology. 2018 Apr 3:1-3. https://doi.org/10.1007/s12144-018-9840-8
36. Yang Z, Asbury K, Griffiths MD. An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction. 2019 Jun;17(3):596-614.
37. Samadbeik, Mahnaz, Fatemeh Valizadeh Kakavandi, Navid Nouri, and Marzieh Saremian. "The relationship between cellular phone dependency and academic performance of students of Lorestan University of Medical Sciences." Yafte 20, no. 1 (2018). http://eprints.lums.ac.ir/id/eprint/1294
38. Atadokht, A., Hamidifar, V., Mohammadi, I. (2014). Over-use and type of mobile phone users in high school students and its relationship with academic performance and achievement motivation. Journal of School Psychology, 3(2), 122-136. doi: 93-3-2-7 http://jsp.uma.ac.ir/article_201.html?lang=en
39. Hao Z, Jin L, Li Y, Akram HR, Saeed MF, Ma J, Ma H, Huang J. Alexithymia and mobile phone addiction in Chinese undergraduate students: The roles of mobile phone use patterns. Computers in Human Behavior. 2019 Aug 1;97:51-9. https://doi.org/10.1016/j.chb.2019.03.001
40. Fu L, Wang P, Zhao M, Xie X, Chen Y, Nie J, Lei L. Can emotion regulation difficulty lead to adolescent problematic smartphone use? A moderated mediation model of depression and perceived social support. Children and Youth Services Review. 2020 Jan 1;108:104660. https://doi.org/10.1016/j.chb.2019.03.001
41. Amirinia M, imani M. Prediction of internet-addiction based on perceived social support and father bonding in high school students of Shiraz. JCR. 2019; 18 (70) :59-82 http://irancounseling.ir/journal/article-1-697-fa.html
42. Tang JH, Chen MC, Yang CY, Chung TY, Lee YA. Personality traits, interpersonal relationships, online social support, and Facebook addiction. Telematics and Informatics. 2016 Feb 1;33(1):102-8. https://doi.org/10.1016/j.tele.2015.06.003
43. Mitchell ME, Lebow JR, Uribe R, Grathouse H, Shoger W. Internet use, happiness, social support and introversion: A more fine grained analysis of person variables and internet activity. Computers in Human Behavior. 2011 Sep 1;27(5):1857-61. https://doi.org/10.1016/j.chb.2011.04.008
44. Yahyazadeh S, Fallahi-Khoshknab M, Norouzi K, Dalvandi A. The prevalence of smart phone addiction among students in medical sciences universities in Tehran 2016. Advances in Nursing & Midwifery. 2017;26(94):1-0. https://journals.sbmu.ac.ir/en-jnm/article/view/15723
45. Zimet GD, Dahlem NW, Zimet SG, Farley GK. The multidimensional scale of perceived social support. Journal of personality assessment. 1988 Mar 1;52(1):30-41. https://doi.org/10.1207/s15327752jpa5201_2
46. Bruwer B, Emsley R, Kidd M, Lochner C, Seedat S. Psychometric properties of the Multidimensional Scale of Perceived Social Support in youth. Comprehensive psychiatry. 2008 Mar 1;49(2):195-201. https://doi.org/10.1016/j.comppsych.2007.09.002
47. Tamannaeifar M R, Mansourinik A. The relationship between personality characteristics, social support and life satisfaction with university students’ academic performance. IRPHE. 2014; 20 (1) :149-166. http://journal.irphe.ac.ir/article-1-2225-en.html
48. Bagby RM, Parker JD, Taylor GJ. The twenty-item Toronto Alexithymia Scale—I. Item selection and cross-validation of the factor structure. Journal of psychosomatic research. 1994 Jan 1;38(1):23-32. https://doi.org/10.1016/0022-3999(94)90005-1
49. Besharat M. Relations between alexithymia, anxiety, depression, psychological distress, and psychological well-being. Journal of Modern Psychological Researches. 2008 Jul 22;3(10):17-40. https://psychologyj.tabrizu.ac.ir/article_4336.html?lang=en
50. Savari K. Study Investigates The Prevalence Of Academic Procrastination Among Boys & Girls Students Of Ahwaz Payam-E-Noor University. Social Cognition. 2013;1(2):62-8. http://sc.journals.pnu.ac.ir/article_304.html?lang=en
51. Tuckman BW. The development and concurrent validity of the procrastination scale. Educational and psychological measurement. 1991 Jun;51(2):473-80. https://doi.org/10.1177/0013164491512022
52. Ryan RM, Frederick C. On energy, personality, and health: Subjective vitality as a dynamic reflection of well‐being. Journal of personality. 1997 Sep;65(3):529-65. https://doi.org/10.1111/j.1467-6494.1997.tb00326.x
53. Milyavskaya M, Koestner R. Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and individual differences. 2011 Feb 1;50(3):387-91. https://doi.org/10.1016/j.paid.2010.10.029
54. Sharifi F, Marziyeh A, Jenaabadi H. The relationship between achievement goals and the sense of connectedness with school and subjective vitality among students. Journal of School Psychology. 2018 Jan 21;6(4):99-119. http://jsp.uma.ac.ir/m/article_606.html?lang=en
55. Kline RB. Principles and practice of structural equation modeling. Guilford publications; 2015 Nov 3.  e-book copy 
56. haghbin, F., Sheikholeslami, R. The Effectiveness of Harm Reduction Training and Matrix Intervention Program on Academic Procrastination in Harmed Female Students from Relationship with Opposite Sex. Journal of Educational Psychology Studies, 2019; 16(35): 23-52. doi: 10.22111/jeps.2019.4986
57. Jin H, Wang W, Lan X. Peer attachment and academic procrastination in Chinese college students: a moderated mediation model of future time perspective and grit. Frontiers in psychology. 2019 Nov 26;10:2645. https://doi.org/10.3389/fpsyg.2019.02645.
58. Smith LH, Barker E. Exploring youth development with diverse children: correlates of risk, health, and thriving behaviors. Journal for Specialists in Pediatric Nursing. 2009 Jan;14(1):12-21. https://doi.org/10.1111/j.1744-6155.2008.00164.x.
59. Padilla-Walker LM, Nelson LJ. Black hawk down?: Establishing helicopter parenting as a distinct construct from other forms of parental control during emerging adulthood. Journal of adolescence. 2012 Oct 1;35(5):1177-90. https://doi.org/10.1016/j.adolescence.2012.03.007
60. Cavusoglu C, Karatas H. Academic procrastination of undergraduates: Self-determination theory and academic motivation. The Anthropologist. 2015 Jun 1;20(3):735-43. https://doi.org/10.1080/09720073.2015.11891780
61. Fritzsche BA, Young BR, Hickson KC. Individual differences in academic procrastination tendency and writing success. Personality and individual differences. 2003 Nov 1;35(7):1549-57. https://doi.org/10.1016/S0191-8869(02)00369-0
62. Hasanvandi S, Ghadampour EL. The effect of positive therapeutic program on psychological well-being of women with ADHD children. Yafte. 2017;19(2). http://eprints.lums.ac.ir/id/eprint/852
63. Baron RM, Kenny DA. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology. 1986 Dec;51(6):1173. https://psycnet.apa.org/buy/1987-13085-001