Investigating the Relationship Between Virtual Space Addiction and Academic Decline with the Mediating Role of Emotional Self-Regulation in Students
Keywords:
Emotional self-regulation, Virtual space dependency, Academic declineAbstract
Purpose: The purpose of this study was to investigate the relationship between virtual space addiction and academic decline with the mediating role of emotional self-regulation in students.
Methodology: This descriptive-correlational study involved all third-grade female high school students in District 2 of Sari. According to inquiries made to the Educational Deputy of the Sari District 2 Education Department, the total number of students was 950 during the 2024–2025 academic year. Based on Krejcie and Morgan’s sampling table, a statistical sample size of 265 students was determined. Data were collected using the Virtual Space Addiction Questionnaire by Sadeghzadeh et al. (2018), the Academic Decline Questionnaire by Mosavipana et al. (2015), and the Emotional Self-Regulation Questionnaire by Hofmann and Kashdan (2010). Data analysis was conducted using the Kolmogorov–Smirnov test, Pearson correlation test, and structural equation modeling via SPSS and Smart PLS software.
Findings: The results indicated that the direct effect of virtual space addiction on emotional self-regulation was significant and positive, with a path coefficient of 0.518 and a t-value of 3.925. The direct effect of emotional self-regulation on academic decline was also significant and positive, with a path coefficient of 0.540 and a t-value of 2.069. Furthermore, the direct effect of virtual space addiction on academic decline was significant and positive, with a path coefficient of 0.601 and a t-value of 5.665. These results confirm the relationships between the study variables. The indirect effect coefficient of virtual space addiction on academic decline through emotional self-regulation was 0.880, indicating that emotional self-regulation significantly mediates the relationship between virtual space addiction and academic decline.
Conclusion: Overall, it can be concluded that educational and psychological interventions aimed at enhancing emotional self-regulation skills can play a vital role in reducing virtual space addiction and improving students’ academic performance. Teaching emotion regulation skills within school curricula and counseling programs may serve as an effective strategy in this regard. Additionally, raising awareness among parents and teachers about this connection may help them provide more effective support for students.
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