ارائه الگوی مدل ساختاری بیموبایلهراسی براساس خودآگاهی هیجانی با میانجیگری پریشانی روانشناختی در دانشجویان
کلمات کلیدی:
بیموبایلهراسی, خودآگاهی هیجانی, پریشانی روانشناختی, مدلسازی معادلات ساختاری, دانشجویانچکیده
هدف: هدف پژوهش تبیین مدل ساختاری بیموبایلهراسی براساس خودآگاهی هیجانی با نقش میانجی پریشانی روانشناختی در میان دانشجویان بود.
روششناسی: این پژوهش از نوع توصیفی–همبستگی و مبتنی بر معادلات ساختاری بود. جامعه آماری شامل دانشجویان دانشکده تعلیم و تربیت (گروه روانشناسی و مشاوره) دانشگاه آزاد اسلامی واحد کرج در نیمسال دوم ۱۴۰۳–۱۴۰۴ بود. حجم نمونه ۲۵۰ نفر بر اساس روش نمونهگیری در دسترس انتخاب شد. ابزارهای پژوهش شامل پرسشنامه بیموبایلهراسی یلدریام و کوریا (۲۰۱۵)، پرسشنامه خودآگاهی هیجانی گرنت و همکاران (۲۰۰۲) و پرسشنامه پریشانی روانشناختی کسلر و همکاران (۲۰۰2) بود. دادهها با SPSS22 و AMOS تحلیل و مدل ساختاری با شاخصهای برازش ارزیابی شد.
یافتهها: نتایج نشان داد خودآگاهی هیجانی به طور مستقیم پریشانی روانشناختی (β = -0.37، p ≤ 0.001) و بیموبایلهراسی (β = -0.54، p ≤ 0.001) را پیشبینی میکند. پریشانی روانشناختی نیز تأثیر مستقیم و مثبت بر بیموبایلهراسی داشت (β = 0.65، p ≤ 0.001). همچنین اثر غیرمستقیم خودآگاهی هیجانی بر بیموبایلهراسی از طریق پریشانی روانشناختی معنادار بود (β = -0.24، p ≤ 0.001). شاخصهای برازش مدل نشان دادند که مدل پیشنهادی از برازش مطلوب برخوردار است.
نتیجهگیری: نتایج بیانگر آن است که خودآگاهی هیجانی میتواند از طریق کاهش پریشانی روانشناختی، سطوح بیموبایلهراسی را کاهش دهد. بنابراین توجه به مهارتهای هیجانی و عوامل آسیبشناختی در برنامههای آموزش و مداخله دانشگاهی ضروری است.
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حق نشر 2025 Moeen Ghanizadeh Khajeh Pasha (Author); Mohsen Mansoubifar; Mohammad Reza Belyad, Masoumeh Zhian Bagheri, Javid Peymani (Author)

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