رابطه خود کارآمدی تحصیلی، اهمال‌کاری تحصیلی و سرزندگی تحصیلی با اعتیاد به اینترنت در دانش آموزان با عملکرد تحصیلی بالا و پایین مقطع متوسطه دوم

محورهای موضوعی : سلامت نوجوانان

فریبا علیزاده ¹ , روح الله کریمی خویگانی ² , مهدی محمودی ³

1 - دانشجوی کارشناسی ارشد، گروه روانشناسی تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران [e-mail]
2 - (نویسنده مسئول)، دانشیار گروه روانشناسی و علوم تربیتی دانشگاه امین تهران[e-mail] tell: 09028636747
3 - دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران [e-mail]

تاریخ دریافت : 1403/02/11 تاریخ پذیرش : 1403/03/06 تاریخ انتشار : 1403/06/01

کلید واژه: اعتیاد به اینترنت, اهمال‌کاری تحصیلی, خودکارآمدی تحصیلی, سرزندگی تحصیلی, عملکرد تحصیلی,

چکیده مقاله :

چکیده مقدمه: اعتیاد به اینترنت به‌عنوان یک اختلال روانی اجتماعی شناخته می‌شود و در چارچوب راهنمای تشخیصی و آماری اختلالات روانی (DSM) گنجانده‌شده است هدف از این پژوهش بررسی رابطه خودکارآمدی تحصیلی، اهمال¬کاری تحصیلی و سرزندگی تحصیلی با اعتیاد به اینترنت در دانش¬آموزان با عملکرد تحصیلی بالا و پایین مقطع متوسطه دوم بود. روش پژوهش: روش پژوهش از نوع همبستگی و جامعه آماری شامل کلیه دانش آموزان مقطع متوسطه دوم (دولتی) منطقه 5 شهر تهران در سال تحصیلی 1401-1400 بودند که از بین آنها تعداد 220 نفر (110 دختر و 110 پسر) به روش نمونه‌گیری در دسترس انتخاب شدند و به پرسشنامه‌های خودکارآمدی تحصیلی، اهمال‌کاری تحصیلی، سرزندگی تحصیلی و اعتیاد به اینترنت پاسخ دادند. یافته ها: یافته‌های تحلیل همبستگی و رگرسیون نشان داد که از بین مؤلفه‌های خودکارآمدی تحصیلی استعداد با کوشش و بافت با 99% اطمینان رابطه معناداری (01/0 p≤) با اعتیاد به اینترنت در دانش آموزان دارد. از بین مؤلفه‌های اهمال‌کاری تحصیلی، آماده شدن برای امتحانات با (396/0)=β، آماده شدن برای تکالیف و آماده شدن برای پایان‌ترم با 99% اطمینان رابطه معناداری (01/0 p≤) با اعتیاد به اینترنت در دانش آموزان دارد و همچنین بین سرزندگی تحصیلی با اعتیاد به اینترنت در دانش آموزان (178/0-=r) رابطه وجود داشت که این مقدار روابط با 99 درصد اطمینان ازنظر آماری (01/0 ≥ p) معنادار است. نتیجه گیری: درنتیجه اعتیاد به اینترنت بر سرزندگی تحصیلی، اهمال‌کاری تحصیلی و خودکارآمدی تحصیلی مؤثر است و عملکرد تحصیلی دانش آموزان را نیز تحت تأثیر قرار می‌دهد.

چکیده انگلیسی:

Abstract

Introduction: Internet addiction is recognized as a psychosocial disorder and is included in the Diagnostic and Statistical Manual of Mental Disorders (DSM). The purpose of this research was to investigate the relationship between academic self-efficacy, academic procrastination and academic vitality with Internet addiction in high and low secondary school students.

Research method: The research method is of correlational type and the statistical population included all students of the second secondary level (government) of District 5 of Tehran in the academic year 1400-1401, of which there were 220 people (110 girls and 110 boys) by sampling method in were selected and answered the questionnaires of academic self-efficacy, academic procrastination, academic vitality and internet addiction.

Findings: The results of correlation and regression analysis showed that among the components of academic self-efficacy, aptitude, effort and texture have a significant relationship (p≤0.01) with internet addiction in students with 99% confidence. Among the components of academic procrastination, preparing for exams with β=0.396, preparing for assignments and preparing for the end of the semester with 99% confidence have a significant relationship (p≤0.01) with Internet addiction in students. Also, there was a relationship between academic vitality and Internet addiction in students (r=0.178), which is statistically significant with 99% confidence (p ≥ 0.01).

Conclusion: As a result, Internet addiction is effective on academic vitality, academic procrastination and academic self-efficacy, and it also affects the academic performance of students.

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