Psychology
niloofar tarafdarjadid; alireza kakavand; esmaeil shiri
Abstract
The present study aimed to develop a structural model of Internet addiction based on cognitive emotion self-regulation and impulsivity mediated by perceived social support in students. Method: The research method was descriptive-correlational type of structural equation modeling. The statistical ...
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The present study aimed to develop a structural model of Internet addiction based on cognitive emotion self-regulation and impulsivity mediated by perceived social support in students. Method: The research method was descriptive-correlational type of structural equation modeling. The statistical population of the study included all students of Imam Khomeini International University in Qazvin in the academic year 2023-2024, from which a sample of 360 people was selected by multi-stage cluster random sampling method. The research tools included Young's Internet Addiction Test (IAT), Cognitive Emotion Regulation Questionnaire (CERQ), Barrett's Impulsivity Scale (BIS-11) and Multidimensional Scale of Perceived Social Support (MSPSS). The data were analyzed through structural equation modeling by using two software SPSS-26 and Amos-29. Results: The findings showed that the conceptual model of the study has a good fit and the variables of cognitive emotion self-regulation, impulsivity and perceived social support have a direct and significant effect on Internet addiction. In the indirect paths, the effect of cognitive emotion self-regulation and impulsivity with the mediation of perceived social support on Internet addiction were confirmed. Conclusion: As a result, it can be said that the disability to cognitive emotion self-regulation, impulsive behaviors, and low levels of perceived social support can lead to Internet addiction in individuals. Therefore, paying attention to such influential factors in designing appropriate treatments and preventing Internet addiction can be very effective.
Educational Psychology
Ali Mostafaee; Jila Ahmadi
Abstract
The present study was conducted with the aim of investigating the relationship between perceived social support and academic well-being of female students of the second year of high school in Mahabad city with the mediating role of self-compassion and pleasure-seeking. The research method is descriptive ...
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The present study was conducted with the aim of investigating the relationship between perceived social support and academic well-being of female students of the second year of high school in Mahabad city with the mediating role of self-compassion and pleasure-seeking. The research method is descriptive and correlation type. The statistical population was the total female students of the second period of high school in Mahabad city, whose number was 3621. 348 students (After removing 35 incomplete questionnaires) were selected by multi-stage cluster sampling method. The research instruments were zimet et al.'s Perceived Social Support Scale (1988), Tuominen-Soinie etal.'s Academic Well-Being (2012), Neff's Self-Compassion scale (2003), and Snaith_Hamilton's anhedonia Scale (1995). Data were analyzed with spss 26 and pls 3 software. The results showed that there is a positive relationship (0.01) between pleasure seeking and academic well-being between perceived social support and academic well-being; Perceived social support and hedonism; self-compassion and academic well-being; and there is a positive relationship between perceived social support and self-compassion (0.05). Self-compassion plays a mediating role between perceived social support and academic well-being; Hedonism also plays a mediating role in the relationship between perceived social support and academic well-being.
Psychology
Shokoufeh Mousavi; MahmoudReza Shahsavari; , Maedeh Golnia
Abstract
Introduction: Job burnout in teachers caused by technostress or technology-related stress during the virtual teaching period of COVID-19 pandemic is one of the new global societal damages. The aim of this study was to develop a structural model of job burnout based on technostress with the mediating ...
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Introduction: Job burnout in teachers caused by technostress or technology-related stress during the virtual teaching period of COVID-19 pandemic is one of the new global societal damages. The aim of this study was to develop a structural model of job burnout based on technostress with the mediating role of psychological characteristics, organizational commitment, and perceived social support. Research Method: The statistical population consisted of elementary school teachers in the city of Ferdowsi who were teaching online during the COVID-19 pandemic and 84 of them were selected as the available sample using the sampling method. To collect data, the Maslach Burnout Inventory (1981), the Technostress Supporters and Colleagues Questionnaire (2008), the Perceived Social Support from Friends and Colleagues Questionnaire (1998), and the Allen and Meyer Organizational Commitment Questionnaire (1990) were used. The collected data were analyzed using 23AMOS and 23SPSS software. Results: The results showed that perceived social support and job commitment did not have a significant mediating role in predicting job burnout. Therefore, it can be concluded that technostress directly plays a significant role in predicting job burnout, but technostress does not have a significant contribution to predicting job burnout with the mediating role of perceived social support and organizational commitment. Additionally, the results indicated that gender and teaching experience did not have a significant effect on job burnout. However, there was a significant difference between the average job burnout in individuals of different ages. Hence, age has a significant effect on job burnout.
fatemeh hosseingholi; shirin kooshki; valiallah farzad; Seyed Farhad Eftekharzadeh
Abstract
Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage ...
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Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage cluster sampling and answered to Sinha and Singh (1993) academic adjustment, Eysenck (1963) personality traits, Zimth (1988) social support, Pintrich and De Groot(1990) motivational strategies questionnaires. The collected data were analysed by Lisrel software structural equation statistical methods. Result: The result showed that meaningful and positive effect rather leads to more inadjustment. Extroversion (indirectly and with self regulated learning strategies) had a meaningful and positive effect on academic adjustment, that is, by increasing extroversion academic adjustment decreases. Aggression, indirectly and and througout self-regulated learning strategies had a positive and meaningful effect on academic adjustment, that is to say, as aggression increases so does unadjustment. Neuroticism indirectly had a negative and meaningful effect on academic adjustment, in other words, as neuroticism increases so does unadjustment. Extroversion directly had a negative and meaningful effect on academic adjustment, meaning when extroversion increases unadjustment decreases. Aggression directly had a positive and meaningful effect on academic adjustment, meaning as aggression increases so does unadjustment. Conclusion:Social support on the other hand, directly had a negatove and meaningful effect on academic adjustment, in other words, with increasing social support unadjustment decreases as well.
Mansour Beyrami; yazdan movahedi; Masoumeh Movahedi
Volume 3, Issue 2 , January 2015, , Pages 109-122
Abstract
Introduction: Nowadays a large population of the world uses the Internet. Despite the numerous advantages of this technology leading to positive changes in communication, unfortunately some studies, have attributed dangerous complications to the Internet, the most destructive one being Internet addiction. ...
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Introduction: Nowadays a large population of the world uses the Internet. Despite the numerous advantages of this technology leading to positive changes in communication, unfortunately some studies, have attributed dangerous complications to the Internet, the most destructive one being Internet addiction. The present study was conducted with the aim of determining the relationship among components of Perceived Social Support and the Feeling of social- Emotional loneliness with Internet addiction in students. Method: To do this, 173 students from Tabriz University (78 males and 95 females) were selected by multiphase cluster-random sampling and in addition to demographic information, they completed the Perceived Social Support, Feeling of social- Emotional loneliness, and Internet addiction questionnaires. The data were analyzed by descriptive statistical methods, Pearson’s correlation coefficient, and multivariate regression. Results: Based on the results, there were significant relationships among Perceived Social Support and the Feeling of Social- Emotional Loneliness with Internet addiction (P
