ارائه الگوی مدل ساختاری بیموبایلهراسی بر اساس احساس تنهایی با میانجیگری پریشانی روانشناختی در دانشجویان
DOI:
https://doi.org/10.61838/kman.pdmd.624کلمات کلیدی:
احساس تنهایی, بیموبایلهراسی, پریشانی روانشناختی, دانشجویان, مدل ساختاریچکیده
هدف: هدف پژوهش حاضر تبیین مدل ساختاری بیموبایلهراسی بر اساس احساس تنهایی با نقش میانجی پریشانی روانشناختی در بین دانشجویان بود. روششناسی: این پژوهش از نوع توصیفی–همبستگی و مبتنی بر مدلیابی معادلات ساختاری بود. جامعه آماری شامل تمامی دانشجویان دانشکده تعلیم و تربیت اسلامی، گروه روانشناسی و مشاوره دانشگاه آزاد اسلامی واحد کرج در نیمسال دوم سال تحصیلی 1403–1404 بود. بر اساس مبانی نظری کلاین، حجم نمونه 250 نفر تعیین شد و با روش نمونهگیری در دسترس انتخاب گردید. ابزارهای گردآوری دادهها شامل پرسشنامه بیموبایلهراسی یلدریام و کوریا (2015)، پرسشنامه احساس تنهایی راسل (1996) و پرسشنامه پریشانی روانشناختی کسلر و همکاران (2002) بودند. دادهها با استفاده از نرمافزار SPSS نسخه 22 و AMOS نسخه 23 تحلیل شدند و برازش مدل با شاخصهایی نظیر χ²/df، GFI، AGFI، CFI، NFI و RMSEA ارزیابی گردید. یافتهها: نتایج نشان داد که احساس تنهایی تأثیر مثبت و معناداری بر پریشانی روانشناختی دارد (β = 0.59, p ≤ 0.001) و پریشانی روانشناختی نیز به طور معنادار بیموبایلهراسی را پیشبینی میکند (β = 0.65, p ≤ 0.001). همچنین، احساس تنهایی تأثیر مستقیم و مثبت بر بیموبایلهراسی داشت (β = 0.47, p ≤ 0.001). تحلیل بوتاستراپ نشان داد اثر غیرمستقیم احساس تنهایی بر بیموبایلهراسی از طریق پریشانی روانشناختی معنادار است (β = 0.38, p ≤ 0.001). شاخصهای برازش مدل (χ²/df = 2.258، GFI = 0.99، CFI = 0.97، RMSEA = 0.071) نشاندهنده برازش مطلوب مدل بودند. نتیجهگیری: احساس تنهایی بهصورت مستقیم و از طریق میانجیگری پریشانی روانشناختی در افزایش بیموبایلهراسی در میان دانشجویان نقش دارد. نتایج نشان میدهد که مداخلات آموزشی و روانشناختی که بر کاهش احساس تنهایی و پریشانی روانی متمرکز هستند، میتوانند راهبردی مؤثر برای کاهش بیموبایلهراسی و ارتقای سلامت روان در محیطهای دانشگاهی باشند.
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- بازنگری
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- 2026-02-11 (3)
- 1404-08-18 (2)
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حق نشر 2025 معین غنیزاده خواجه پاشا, محمدرضا بلیاد, محسن منصوبیفر, معصومه ژیان باقری, جاوید پیمانی (Author)
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