مدل‌يابي اعتياد به اينترنت براساس سبك‌هاي هويت و عملكرد تحصيلي: نقش واسطه‌اي افسردگي

Modeling Internet addiction based on identity styles and academic performance: The mediating role of depression

ﺪﻣﻪ: اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ و ﻫﻮﯾﺖ ﺑـﺮ اﻋﺘﯿـﺎد ﺑـﻪ اﯾﻨﺘﺮﻧـﺖ ﺑـﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ اﻓﺴﺮدﮔﯽ اﻧﺠﺎم ﺷﺪ. روش: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻫﺪف، از ﻧﻮع ﮐﺎرﺑﺮدي از ﻧﻈﺮ ﻣﺎﻫﯿـﺖ و روش ﺗﻮﺻـﯿﻔﯽ - ﻫﻤﺒﺴـﺘﮕﯽ و روش ﺗﺤﻠﯿﻞ از ﻧﻮع ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﮐﻤﺘﺮﯾﻦ ﻣﺮﺑﻌـﺎت ﺟﺰﺋـﯽ ﺑـﻮد. ﺟﺎﻣﻌـﻪ آﻣـﺎري ﮐـﻞ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎهﻫﺎي ﺷﻬﺮ ﺗﻬﺮان و روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ و ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮاﺑﺮ ﺑﺎ 323 ﻧﻔﺮ ﺑﻮد. دادهﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸـﻨﺎﻣﻪ ﻫـﺎي ﺳـﺒﮏ ﻫـﺎي ﻫﻮﯾـﺖ ﺑﺮزوﻧﺴـﮑﯽ ) 1992(، اﻋﺘﯿﺎد ﺑﻪ اﯾﻨﺘﺮﻧﺖ ﭼﻦ )2011(، اﻓﺴﺮدﮔﯽ زوﻧﮓ )1968( و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﮔﺮدآوريﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻣﺪلﺳﺎزي ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻧﺸﺎنداد، 25 درﺻﺪ از ﺗﻐﯿﯿـﺮات اﻓﺴـﺮدﮔﯽ و 32 درﺻﺪ از وارﯾﺎﻧﺲ اﻋﺘﯿﺎد ﺑﻪ اﯾﻨﺘﺮﻧﺖ ﺗﻮﺳﻂ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ و ﻫﻮﯾـﺖ ﺗﺒﯿـﯿﻦ ﺷـﺪ. ﯾﺎﻓﺘـﻪ ﻫـﺎي ﭘﮋوﻫﺶ ﻧﺸﺎنداد، ﺳﺒﮏﻫﺎي ﻫﻮﯾﺖ و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﺗﺄﺛﯿﺮ ﻣﻨﻔﯽ ﻣﻌﻨـﺎدار و اﻓﺴـﺮدﮔﯽ ﺗـﺄﺛﯿﺮ ﻣﺜﺒﺖ ﻣﻌﻨﺎداري ﺑﺮ اﻋﺘﯿﺎد ﺑﻪ اﯾﻨﺘﺮﻧﺖ داﻧﺸﺠﻮﯾﺎن دارد. ﻧﺘﯿﺠﻪﮔﯿﺮي: اﻓﺴﺮدﮔﯽ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ در ﺗﺄﺛﯿﺮ ﺳﺒﮏﻫﺎي ﻫﻮﯾﺖ و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﺑـﺮ اﻋﺘﯿـﺎد ﺑﻪ اﯾﻨﺘﺮﻧﺖ داﻧﺸﺠﻮﯾﺎن اﯾﻔﺎ ﻣﯽﮐﻨﺪ.

Introduction: This research aimed to look at the impact of academic success and identity on Internet addiction, with depression acting as a moderator. In terms of design and descriptive-correlation method, the applied form was the least partial least squares, and the research method was structural equation modeling. Methods:The statistical population consisted of all students at Tehran universities, and the sample size was 323 people using a random sampling system. Brzonsky (1992) Identity Styles, Chen Internet Addiction (2011), Zhong Depression (1968), and Academic Performance questionnaires were used to gather research results. Results: According to the findings of structural equation modeling, academic success and identity explained 25% of the variance in depression and 32% of the variance in Internet addiction. Identity styles and academic success have a substantial negative impact on students' Internet addiction, while loneliness has a significant positive effect. Conclusion. Depression acts as a moderator in the relationship between personality forms and academic success and students' Internet addiction