مدل معادلات ساختاری نقش باورهای غیرمنطقی در پیش بینی تجربة قلدری سایبری دانش آموزان با میانجیگری: دشواری در تنظیم هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای تخصصی روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 دکترای تخصصی روانشناسی، استاد گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

3 دکترای تخصصی روانشناسی، دانشیار گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

پژوهش­ حاضر با­هدف بررسی نقش باورهای غیر­منطقی در پیش­ بینی تجربة قلدری سایبری با­میانجیگری: ­دشواری در­تنظیم هیجان انجام گرفت. روش این پژوهش توصیفی از­ نوع همبستگی بود. جامعة آماری پژوهش حاضر را کلیة دانش ­آموزان پسر دورة دوم متوسطه مدارس دولتی استان اردبیل در سال تحصیلی 99-1398 تشکیل داده­اند. لیست تمامی مدارس دولتی پسرانه دورة ­دوم متوسطة استان اردبیل که 179 مدرسه را­ شامل می­شد، تهیه و ­از شهرستان­های مختلف ان  هر­کدام دو ­مدرسه و ­از هر مدرسه دو کلاس انتخاب شد. تعداد 409 نفر از­ این افراد به شیوة نمونه‌گیری تصادفی خوشه‌ای از­بین جامعة آماری فوق انتخاب و به­ پرسش‌نامه‌های تجربه قلدری_ قربانی سایبری، باورهای غیرمنطقی و دشواری در تنظیم هیجان پاسخ دادند. داده‌های جمع‌آوری‌شده در­ این پژوهش با ­آزمون­های‌ همبستگی پیرسون و­الگوی معادلات ساختاری تحلیل شد. نتایج ضریب همبستگی نشان داد تجربة قلدری سایبری با باورهای غیرمنطقی و­همچنین دشواری در­تنظیم هیجان دانش ­آموزان ارتباط مثبت و­ معنادار دارد. شاخص ­های برازش مدل نیز ­مسیر باورهای غیرمنطقی به قلدری را به‌صورت مستقیم و همچنین با­میانجی­گری دشواری در تنظیم هیجان تأیید کرد. نتایج این پژوهش نشان داد که باورهای غیر­منطقی با­میانجیگری دشواری در تنظیم هیجان توانایی پیش­ بینی تجربه ­ی قلدری­ سایبری دانش­ آموزان را به ­صورت معنی­ داری دارند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Structural Equation Modeling Role of Irrational Beliefs in Predicting Students' Intermediate Cyber Bullying Experience: Difficulty in Emotion Regulation

نویسندگان [English]

  • Vahid Fallahi 1
  • Mohamad Narimani 2
  • Akbar Atadokht 3
1 Ph.D. Student of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 Professor of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
3 Associate Professor of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

The purpose of this study was to investigate the role of irrational beliefs in predicting the experience of cyber bullying with mediation: difficulty in emotion regulation. The research method was descriptive correlational. The study population consisted of all male secondary school students in public schools of Ardabil province during the academic year of 2019-2020. The list of all public boys' secondary schools in Ardabil province, which includes 179 schools, was prepared and two schools were selected from Ardabil, Parsabad, Garmi, Meshkinshahr and Khalkhal counties, and two classes were selected from each school. 409 of them were selected through cluster random sampling from the above statistical population and answered questionnaires of cyber-bullying experience, irrational beliefs and difficulty in emotion regulation. The data collected in this study were analyzed using Pearson correlation tests and pattern of structural equations. correlation coefficient results showed that experience of cyber bullying was positively and significantly correlated with irrational beliefs and difficulty in regulating students' emotion. Model fit indices of  the model also confirmed the path of irrational beliefs in bullying directly and also with difficult mediation in emotion regulation. The results of this study show that irrational beliefs mediated by difficulty in emotion regulation have the ability to predict students' experience of cyber bullying significantly.

کلیدواژه‌ها [English]

  • Irrational beliefs
  • difficulty in emotion regulation
  • students
  • cyber bullying

مراجع

بشرپور، سجاد؛ زردی، بهمن(1398). خصوصیات روان­سنجی مقیاس تجربه قلدری- قربانی سایبری در دانش­آموزان. مجله روانشناسی مدرسه، 8(1): 57-43.
حمیدی، سام (۱۳۹۵). بررسی نقش واسطه ای بدتنظیمی هیجان, شفقت نفس و ویژگی های خودشیفتگی در رابطه ی بین عزت نفس و سطح پرخاشگری. پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی واحد شیراز.
سیدزاده ثانی، سید مهدی و عبداللهی، احمد رفیع (1398). شیوع قلدری سنتی و سایبری در بین نوجوانان شهر هرات-افغانستان. مجله دانشکده بهداشت و انستیتو تحقیقات بهداشتی، ۱۷(2): 211-197.
صمدی­فر، حمیدرضا و نریمانی، محمد (1397). نقش باورهای غیرمنطقی، خودکارآمدی و ذهن­آگاهی در پیش­بینی قلدری دانش­آموزان. مجله روانشناسی مدرسه، 7(3): 155-135.
معتمدین، مختار.، بدری، رحمان.، عبادی، غلامحسین و زمانی، نیره (1391). هنجاریابی آزمون باورهای غیر­منطقی اهواز (IBT-A4). روش­ها و مدل­های روانشناختی، 2 (8): 87-73.
Aboujaoude, E., Savage, M. W., Starcevic, V., & Salame, W. O. (2015). Cyberbullying: Review of an old problem gone viral. Journal of Adolescent Health.           http://dx.doi.org/10.1016/j.jadohealth.2015.04.011.
Akcil, S. ( 2018). Cyberbullying-Victimization, Acculturative Stress, and Depression Among International College Students. Doctoral dissertation, Kent State University.
Amanda, S., Morris، Michael, M., Criss ،Jennifer, S., Silk، Benjamin, J., Houltberg .(2017). The Impact of Parenting on Emotion Regulation During Childhood and Adolescence. Child Development Perspectives. 11(4): 233-238.
Antoniadou, N., Kokkinos, C.M., Markos, A. (2016). Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire(CBVEQ-G). Computers in Human Behavior, 65(14): 380-390.
Bjureberg, J., Ljtsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, LG.,  Gratz,  K. L. (2016). Development and validation of a brief version of the Difficulties in Emotion Regulation Scale: The DERS-16. Journal of Psychopathology and Behavioral Assessment; 38(2): 284–296.
Barnocelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescence, 37(6): 807–815.
Broll, R., Dunlop, C., & Crooks, C. V. (2018). Cyberbullying and internalizing difficulties among indigenous adolescents in canada: Beyond the effect of traditional bullying. Journal of Child and Adolescent Trauma, 11(1): 71–79.
Bircan, E. B., Merve, A. (2019). Problematic Internet Use in Terms of the Purposes of Internet Use, Irrational Beliefs, Feelings of Inferiority, and Gender. Journal of Addiction, 6(3): 469‒494.
Busch, V., Laninga-Wijnen, L., van Yperen, T. A., Schrijvers, A. J. P., & De Leeuw, J. R. J. (2015). Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A crosslagged panel study. School Psychology International, 36(5): 532-549.
Ellis, A. (2001). Overcoming destructive belief, feeling and behaviors. Amherst. NY: Prometheus.
Elhai, J. D., Tiamiyu, M. F., Weeks, J. W., Levine, J. C., Picard, K. J., & Hall, B. J. (2018). Depression and emotion regulation predict objective smartphone use measured over one week. Personality and Individual Differences, 133(14): 21-28.
Gul, H., Firat, S., Sertcelik, M., Gul,  A., Gurel, Y.,  Gunay kilic, B .(2019). Cyberbullying among a clinical adolescent sample in Turkey: effects ofproblematic smartphone use, psychiatric symptoms, and emotion regulation difficulties. Psychiatryand Clinical Psychopharmacology, 29(4): 547-557.
Hamidi, S. (2016). The mediating role of emotion regulation, self-compassion, and narcissistic characteristics in the relationship between self-esteem and aggression level, M.Sc., Islamic Azad University, Shiraz Branch. (Text in persian)
Ho Wai Queenie Chan & Chui Fun Rachel Sun. (2020). Irrational beliefs, depression, anxiety, and stress among university students in Hong Kong. Journal of American College Health, DOI: 10.1080/07448481.2019.1710516.
John, A., Glendenning, A. C., Marchant, A., Montgomery, P., Stewart, A., Wood, S., Hawton, K (2018). Self-harm, suicidal behaviours, and cyberbullying in children and young people: Systematic review. Journal of Medical Internet Research, 20(4): e129.
Karaer, Y., Akdemir, D.(2019). Parenting styles, perceived social support and emotion regulation in adolescents with internet addiction. Comprehensive psychiatry, 92(10):22-27.
Karin, H., Laura, L.R. (2019). Cyberbullying and PsychologicalWell-being in Young Adolescence: The Potential Protective Mediation E_ects of Social Support from Family, Friends, and Teachers. International Journal of Environmental Research and Public Health, 17(1):e 45. doi:10.3390/ijerph17010045.
Kazan, H. (2020). Cyber Bullying and Violence Literacy in the Context of Digitalization. ”  Handbook of Research on Multidisciplinary Approaches to Literacy in the Digital Age, IGI Global, pp. 262-285.
Koob, G. F. (2017). Antireward, compulsivity, and addiction: seminal contributions of Dr. Athina Markou to motivational dysregulation in addiction. Psychopharmacology, 234(9): 1-18.
Kemp, S. (2018). We are social special report. Retrieved from We Are Social. https://wearesocial.com/blog/2018/01/global-digital-report-2018, Accessed date: 2 July 2018.
Lakani, N. & Akbari, B. (2016). The relationship between irrational beliefs and quality of life for students. Journal of  Psychology & Behavioral Studies, 4(10): 338-341.
Fu, P., Wang, M., Zhao, X., Xie, C., Ye, N., Jia, L., Lei. (2019). 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, 108(1): 1-7. doi: https://doi.org/10.1016/j.childyouth.2019.104660.
Motamedin, M., Badri, R., Ebadi, G., Zamani, N. (2012). Standardization of Ahwaz's Irrational Beliefs Test (IBT-A4). Psychological Methods and Models, 2 (8): 87-73. (Text in persian)
Mehrpoor Sadehi, F., Khosrojavid, M., Boland, H. (2015). The Relationship Between Alexithymia and Self-Efficacy with Addiction Vulnerability of Students. Journal of  Psychology, 5(6):111-119.
María, C., M, Beatriz., D, Cándido J. I, José., M. G. (2018). Cyberbullying in the university setting. Relationship with family environment and emotional intelligence, Computers in Human Behavior, 91(1): 220-225. doi: 10.1016/j.chb.2018.10.002.
Petrides, K. V., María G. Gómez, Juan‐Carlos Pérez‐González (2017). Pathways into psychopathology: Modeling the effects of trait emotional intelligence, mindfulness, and irrational beliefs in a clinical sample. Clinical Psychology & Psychotherapy, 24(5): 1130–1141.
Ravneet, K. (2020). Emotional Competence and Self-esteem among adolescent students: role of irrational beliefs. Voice of  Research, 4(8): 1-33.
Resett, S., & Gamez-Guadix, M. (2017). Traditional bullying and cyberbullying: Differences in emotional problems, and personality. Are cyberbullies more Machiavellians?. Journal of Adolescence, 61(1):113–116. https://doi.org/10.1016/j.childyouth.2012.01.010.
Rosenblatt, K. (2017). NBC news - US news. Retrieved from NBC News Web site: https://www.nbcnews.com/news/us-news/new-jersey-family-sue-school-districtafter-12-year-old-n788506, Accessed date: 3 July 2018.
Seyedzadeh Sani, S. M., Abdollahi, A. R. (2019). Prevalence of traditional and cyber bullying among adolescents in Herat, Afghanistan. Journal of School of Public Health and Institute of Health Research, 17 (2): 211-197. (Text in persian)
Samadifar, H. R., Narimani, M. (2018). The role of irrational beliefs, self-efficacy and mindfulness in predicting bullying in students. Journal of School Psychology, 7 (3): 155-135. (Text in persian)
Yunus, S & Ali, Ç .(2019). The Relationship between Irrational Beliefs, Resilience, Psychological Needs, Cyberbullying and Cyber Victimization. Universal Journal of Educational Research, 7(3): 700-706.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار