Kamran sheivandi; fazlollah hasanvand; maryam abdolahi moghadam; mahmood Koshki
Abstract
The present study aims to compare the psychological characteristics of high school students involved in cyberspace and ordinary students. The statistical population of this study included all students of high school schools in Poldokhtar city in 2017-2018, which was about 3990. According to Krejcie and ...
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The present study aims to compare the psychological characteristics of high school students involved in cyberspace and ordinary students. The statistical population of this study included all students of high school schools in Poldokhtar city in 2017-2018, which was about 3990. According to Krejcie and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on the multi-stage sampling method. McFarlane's love of learning questionnaire (2003), Oxford Happiness (1989), Rosenberg's self-esteem, shearer and carver Life Orientation (1995), Herman's achievement Motivation (1970), and Self-Regulatory Skills of Buffard et al (1995) were used. Data were analyzed using SPSS21 software. Data analysis showed that students involved in cyberspace, significantly, have less love of learning, happiness, academic achievement motivation and poorer academic performance, lower self-esteem and at last, their life orientation was more pessimistic, but there is no significant difference between the two groups in the use of self-regulatory skills. The findings of this study suggest that the drowning of students in cyberspace from various aspects can lead to harm to them as learners of knowledge. This damage can at first, be emotional and it will attack the love of learning, happiness, self-esteem, and positive life orientation in adolescents. Next, it can lead to academic failure and inappropriate academic performance.
