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

Document Type : Research Article

Authors

Assistant Professor, Department of psychology, Institute for Higher Education ACECR, Khuzestan, Iran.

10.22055/psy.2024.46000.3210
Abstract
The increased use of the internet has introduced several behavioral patterns into the daily lives of adolescents, such as online rumors, disregard for others while using mobile phones, and media multitasking during homework. These common habits, if continued, can lead to cybernetic risks. In this context, socio-emotional competencies can act as protective factors against cybernetic risks. The aim of this study was to investigate the causal relationship between electronic social-emotional competencies and digital habitual behavior, with the mediating role of cognitive emotion regulation and the moderating role of gender. The statistical population included male and female high school students (first to third years) in Ahvaz city during the academic year 2022–2023. A sample of 610 participants (238 boys, 372 girls) was selected using multistage random sampling. Participants completed the Electronic Social-Emotional Competence Scale, the Digital Habitual Behavior Scale, and the Cognitive Emotion Regulation Questionnaire. The proposed model was evaluated using structural equation modeling, and multi-group comparisons were performed to test gender moderation. Correlation results showed that dimensions of social-emotional competence, except for electronic social competence, had a negative relationship with three subscales of digital habitual behavior. Moreover, electronic emotional awareness showed a stronger correlation with digital habitual behavior in boys than in girls (β = -0.23). Structural equation modeling revealed a positive relationship between electronic social-emotional competence and cognitive emotion regulation, and a negative relationship with digital habitual behavior. Additionally, cognitive emotion regulation was found to mediate the relationship between social-emotional competence and digital habitual behavior. Gender moderation indicated differences between the models for girls and boys, with the girls' model showing higher scores in terms of relationships. The findings suggest that electronic social-emotional competencies, along with cognitive emotion regulation, serve as protective factors against digital habitual behaviors, preventing their transformation into cybernetic risks.

Keywords


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Volume 32, Issue 2 - Serial Number 34
December 2025
Pages 397-426

  • Receive Date 30 January 2024
  • Revise Date 07 June 2026
  • Accept Date 11 May 2024