مدل‌یابی روابط ساختاری بین توانایی‌های شناختی، ارزش‌های فردی، تنظیم هیجان و اعتیاد به بازی‌های رایانه‌ای: آزمون میانجی‌گری جو عاطفی خانواده در دانش‌آموزان

فاطمه  خسروى; طهمورث آقاجاني هشجین; ليلا  كاشاني وحيد; محمد  قمري

Authors

Fatemeh Khosravi Department of Counseling, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0007-5876-7633
Tahmoures Aghajanyhashjin Department of Psychology, ShQ.C., Islamic Azad University, Shahr-e Qods, Iran Author https://orcid.org/0000-0003-3100-3522
Leila Kashani vahid Department of Psychology and Education of Exceptional Children, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0002-5070-5186
Mohammad Ghamari Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran Author https://orcid.org/0000-0003-0913-5561

Keywords:

Cognitive abilities, personal values, emotion regulation, family emotional climate, computer game addiction, students

Abstract

Objective: This study aimed to test a structural model of computer game addiction based on cognitive abilities, personal values, and emotion regulation, with the mediating role of family emotional atmosphere among students.

Methodology: This applied study used a descriptive-correlational design based on structural equation modeling. The statistical population comprised upper-secondary school students in Tehran during the 2023 academic year. Initially, 400 students were selected through multistage cluster random sampling; after data screening, the final analyses were conducted on 224 participants. Data were collected using the Aniutavorn Computer Game Addiction Questionnaire, Nejati Cognitive Abilities Questionnaire, Schwartz Value Survey, Williams et al. Affect Control Scale, and Hillburn Family Emotional Atmosphere Questionnaire. Data were analyzed through partial least squares structural equation modeling using Smart PLS.

Findings: The results showed that cognitive abilities, personal values, and emotion regulation directly and negatively predicted computer game addiction: β=-0.753, t=-23.268, p<0.001; β=-0.762, t=-23.798, p<0.001; and β=-0.759, t=-23.565, p<0.001, respectively. Cognitive abilities, personal values, and emotion regulation also had significant positive effects on family emotional atmosphere: β=0.757, β=0.754, and β=0.761, respectively, all at p<0.001. Family emotional atmosphere had a significant negative effect on computer game addiction: β=-0.789, t=-24.919, p<0.001. The indirect effects of cognitive abilities, personal values, and emotion regulation on computer game addiction through family emotional atmosphere were -0.597, -0.594, and -0.600, respectively, and all were significant. Model fit and predictive indices supported the structural model, with R²=0.651 for family emotional atmosphere and R²=0.674 for computer game addiction. GOF was 0.567, Q² was 0.259, and NFI was 0.955.

Conclusion: The findings indicate that computer game addiction among students is shaped by an integrated network of cognitive, value-based, emotional, and family-related factors. The mediating role of family emotional atmosphere highlights the importance of family-centered interventions alongside programs aimed at strengthening cognitive abilities, adaptive personal values, and emotion regulation skills.

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