نوع مقاله : مقاله پژوهشی

نویسندگان

• کیهان فتحی ¹
• فاطمه فرزادی ²

¹ موسسه اموزش عالی جهاد دانشگاه خوزستان

² دانشگاه شهید چمران اهواز

چکیده

افزایش استفاده از اینترنت الگوهای رفتاری متعددی مانند شایعات اینترنتی، بی‌اعتنایی به دیگران هنگام استفاده از گوشی و چندوظیفگی رسانه‌ای در حین تکالیف را وارد زندگی روزانه نوجوانان کرده است. این عادات معمولی در صورت استمرار می‌توانند خطرات سایبرنتیک ایجاد کند. هدف پژوهش حاضر بررسی رابطه علی شایستگی‌های اجتماعی-هیجانی الکترونیکی با رفتار عادتی دیجیتال با میانجی‌گری تنظیم شناختی هیجان و تعدیلگری جنسیت بود. جامعه آماری این پژوهش دانش آموزان دختر و پسر سال اول تا سوم دبیرستان‌های شهر اهواز در سال تحصیلی 1401-1402 بودند. که با روش نمونه‌گیری تصادفی چندمرحله‌ای نمونه‌ای به تعداد 610 نفر (238 پسر و 372 دختر) انتخاب شد. آزمودنی‌ها به ابزارهای شایستگی هیجانی- اجتماعی الکترونیک، رفتار عادی دیجیتال و پرسشنامه تنظیم شناختی هیجان پاسخ دادند. ارزیابی مدل پیشنهادی با روش معادلات ساختاری و آزمون‌های مقایسه چند گروهی بین مدل‌ها برای بررسی تعدلیگری جنسیت انجام شد نتایج نشان داد که ابعاد شایستگی هیجانی- اجتماعی با 3 خرده مقیاس رفتار عادتی دیجیتال رابطه همبستگی منفی داشتند به جز شایستگی الکترونیکی اجتماعی. و آگاهی الکترونیکی هیجانی در پسران نسبت به دختران (23/0-β=) مقدار بیشتری را به خود اختصاص داد. همچنین تحلیل مدل رابطه مثبت شایستگی هیجانی- اجتماعی الکترونیکی با تنظیم شناختی هیجان و رابطه منفی با رفتار عادی دیجیتال را نشان داد. همچنین تنظیم شناختی هیجان به عنوان میانجی شناخته شد. نقش تعدیلگری جنسیت در بین دو گروه دختران و پسران نیز حاکی از تفاوت دو مدل بود. که مدل دختران از نظر رابطه‌ها، نمره بالاتر کسب کرده بودند.

کلیدواژه‌ها

• اینترنت
• تنظیم شناختی هیجان
• شایستگی اجتماعی- هیجانی الکترونیکی
• رفتار عادتی دیجیتال

موضوعات

• آسیب‌شناسی اجتماعی

عنوان مقاله [English]

Explaining a model to reduce cyber risks in the online space: the relationship of e-social-emotional competencies with digital habitual behavior with the mediation of cognitive emotion regulation and the moderation of gender

نویسندگان [English]

• keyhan fathi ¹
• fatemeh farzadi ²

¹ Ahvaz Academic Jihad Complex

²

چکیده [English]

Introduction
The increase in the use of the Internet has introduced many behavioral patterns such as Internet gossip, ignoring others while using the phone, and media multitasking during homework into the daily life of teenagers. These common habits, if continued, can create cybernetic risks. In the meantime, social-emotional competencies can act as a protective factor against cybernetic risks. Therefore, the aim of the present study was to investigate the causal relationship between electronic social-emotional competencies and digital habitual behavior with the mediation of cognitive emotion regulation and gender moderation.
Method
The method of descriptive correlational research was structural equation modeling. The statistical population of the current research was male and female students from the first to third year of Ahvaz high schools in the academic year 1401-1402. Subjects responded to electronic social-emotional competence tools, normal digital behavior and cognitive emotion regulation questionnaire. The proposed model was evaluated using a structural equation method. Also, in order to test the moderation of gender in the causal relationship between multiple variables, multiple group analyzes have been used.
Results
The highest correlation in the girls' group was between electronic social-emotional competence and media multitasking from the dimensions of normal digital behavior (r=0.69) and in the boys' group, between electronic social-emotional competence and ignoring (r=0.75). . Thus, from a relational angle, we identify that there is a relationship between typical digital behaviors and e-competencies, specifically with e-impulsivity self-regulation, e-emotional regulation, and e-emotional autonomy. Also, most of these relationships are negative and significant at the P < 0.01 level in the two groups of boys and girls. Correlation of typical digital behavior with social e-emotional awareness in two groups of boys and girls is very low, but this did not happen with e-impulsive self-control, e-emotional regulation, and e-emotional independence. Also, the results of structural equation model analysis show that there is a significant relationship between electronic social-emotional competence with cognitive regulation of emotion and electronic social-emotional competence with normal digital behavior and cognitive regulation of emotion with habitual digital behavior. Also, the indirect relationship of social-emotional competence of digital habitual behavior with the mediation of cognitive regulation of emotion was also confirmed. On the other hand, in order to test the gender-invariance of the causal relationship between the research variables, the multi-group analysis method was used. The results showed that the gender moderation hypothesis is acceptable.
Discussion
The purpose of the present study was to explain a model to reduce cyber risks in the online space through the causal relationship of electronic social-emotional competencies with digital habitual behavior with the mediation of cognitive emotion regulation and gender moderation. In this study, we sought to investigate whether social-emotional e-competencies can play a protective role against typical digital behaviors that, in turn, can exacerbate other major risks if continued. Therefore, as an effect of such feelings, new online behaviors can be reduced. Social-emotional competences lead to a person being aware of emotions and expressing emotions, especially positive emotions in virtual situations, to reduce their negative emotions, which consequently reduces the pathological practice of habitual digital behavior (including negative and destructive comments about others in virtual space to attract attention and increase likes and comments). In fact, the structural equation model of the present study showed that social-emotional electronic competencies explain habitual digital behaviors to a significant extent. Also, in the discussion of gender moderation, the results showed that there is a difference between the competency model in the groups of girls and boys, and the relationships in Girls' models are more than boys' models.

کلیدواژه‌ها [English]

• electronic social-emotional competencies ٍenternet
• cognitive emotion regulation
• digital habitual behavior