نوع مقاله : مقاله علمی پژوهشی

نویسندگان

• اسماعیل سعدی پور ¹
• فریده ابراهیمی ²
• بیتا نصراللهی ³
• حسن اسدزاده ¹

¹ استاد تمام گروه روان‌شناسی تربیتی دانشگاه علامه طباطبائی، تهران، ایران

² دانشجوی دکتری روان‌شناسی عمومی دانشگاه آزاد، واحد علوم تحقیقات، تهران، ایران

³ استادیار گروه روان‌شناسی دانشگاه آزاد، واحد علوم تحقیقات، تهران، ایران

چکیده

هدف اصلی این پژوهش، تدوین بسته آموزشی مدیریت رفتار در فضای مجازی و اثربخشی آن بر سلامت روانی و خودتنظیمی تحصیلی دانش‌آموزان دختر متوسطه شهر تهران بود. در مرحله اول، بسته آموزشی با استفاده از روش کتابخانه‌ای و تحلیل محتوای متون علمی تدوین گردید. سپس با بهره‌گیری از نظرات متخصصان روان‌شناسی، روان‌شناسی تربیتی و مدیریت رسانه، روایی محتوایی آن از طریق شاخص نسبت روایی محتوایی (CVR) بررسی شد و نتایج نشان داد که تمامی سرفصل‌ها و محتوای تدوین‌شده، روایی کافی را دارا بوده و ازنظر علمی و کاربردی، مورد تأیید متخصصان قرار گرفت. در مرحله دوم، با استفاده از طرح پژوهشی آزمایشی (پیش‌آزمون، پس‌آزمون با گروه کنترل) و تحلیل واریانس اندازه‌گیری مکرر، اثربخشی بسته آموزشی در متغیرهای پژوهش مورد ارزیابی قرار گرفت. نتایج نشان داد که: سلامت روان دانش‌آموزانی که آموزش مدیریت رفتار در فضای مجازی را دریافت کرده‌اند، نسبت به گروه کنترل، به‌طور معناداری بهبود یافته است. همچنین خودتنظیمی تحصیلی دانش‌آموزان گروه آزمایش در مقایسه با گروه کنترل به‌طور معناداری افزایش یافته است. این یافته‌ها نشان می‌دهند که با توجه به نقش شبکه‌های اجتماعی در افزایش استرس، اضطراب و حواس‌پرتی دانش‌آموزان، آموزش مدیریت صحیح رفتار در فضای مجازی برای ارتقای سلامت روان آن‌ها ضروری است. ضمن آنکه ارتقای مهارت‌های برنامه‌ریزی، مدیریت زمان و کنترل عوامل مزاحم دیجیتال، موجب بهبود خودتنظیمی تحصیلی می‌شود. اگرچه بسته آموزشی مدیریت رفتار در فضای مجازی روی هر دو متغیر وابسته اثرگذار بوده است، بااین‌حال، اندازه اثر محاسبه‌شده نشان داد که بیشترین تأثیر بر خودتنظیمی تحصیلی و بعد سلامت روان بوده است.

کلیدواژه‌ها

• خودتنظیمی تحصیلی
• سلامت روان
• فضای مجازی
• مدیریت رفتار

موضوعات

• مطالعات فضای مجازی و شبکه­‌های اجتماعی

عنوان مقاله [English]

Development and Validation of an Educational Package for Behavior Management in Cyberspace and Its Effectiveness on Mental Health and Academic Self-Regulation Among Female Secondary School Students in Tehran

نویسندگان [English]

• Esmaeil sadipour ¹
• Farideh Ebrihimi ²
• Bita Nasrolahi ³
• Hasan Asadzadeh ¹

¹ Professor, Department of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran

² PhD Student in General Psychology, Science & Research Branch, Islamic Azad University, Tehran, Ira

³ Assistant Professor, Department of Psychology, Science & Research Branch, Islamic Azad University, Tehran, Iran

چکیده [English]

The primary aim of this research was to develop and validate an educational package for behavior management in cyberspace and to evaluate its effectiveness on mental health and academic self-regulation among female secondary school students in Tehran. In the first phase, the educational package was developed using a library-based method and content analysis of scientific texts. Then, with the help of experts in psychology, educational psychology, and media management, its content validity was examined using the content validity ratio (CVR). The results showed that all the developed topics and content had sufficient validity and were approved by the experts from both scientific and practical perspectives.
In the second phase, using an experimental research design (pre-test, post-test with a control group) and repeated measures analysis of variance, the effectiveness of the educational package on the research variables was evaluated. The results indicated that the mental health of students who received cyberspace behavior management training improved significantly compared to the control group. This finding, considering the role of social media in increasing stress, anxiety, and distraction, underscores the importance of proper behavior management education in cyberspace for enhancing students' mental health. Additionally, the academic self-regulation of the experimental group students increased significantly compared to the control group. This finding suggests that training in cyberspace behavior management, by enhancing skills in planning, time management, and controlling digital distractions, has led to improved academic self-regulation. Although the cyberspace behavior management educational package had an effect on both dependent variables, the calculated effect size indicated that its greatest impact was on academic self-regulation, followed by mental health.
Extended Abstract
Introduction
With the rapid expansion of digital technologies and increased access to the internet, cyberspace has become an inseparable part of students' daily lives. Although this space provides countless opportunities for learning, social communication, and personal growth, it also brings numerous psychological and behavioral challenges. Recent research indicates that inappropriate and excessive use of cyberspace can have significant negative effects on students' mental health and academic self-regulation (Andersen & Jiang, 2018; Ryding & Fox, 2018). These negative effects, particularly during adolescence—a critical stage of psychological and social development—can lead to long-term consequences for individuals' mental health and academic success.
Academic self-regulation refers to students' ability to plan, monitor, and control their own learning processes. This concept includes components such as time management, goal setting, use of learning strategies, self-evaluation, and emotion regulation (Zimmerman, 2000). Academic self-regulation helps individuals maintain motivation and focus when facing academic challenges. Cyberspace, by providing access to unlimited information resources, interactive learning tools, and social networks, has created both opportunities and challenges for academic self-regulation. Access to information resources enables students to access diverse and up-to-date educational resources. Students can access scientific articles, instructional videos, and online courses via the internet (Dabbagh & Kitsantas, 2012). However, by offering entertainment-oriented content and social networks, cyberspace can cause distraction and reduce students' concentration (Janko, 2012). The vast amount of information available online can lead to confusion and diminish students' ability to select appropriate resources. Moreover, over-reliance on digital tools can affect students' time management and planning abilities.
Given the above, social networks and the web have become an inseparable part of modern life for all members of society, especially adolescents, who are considered the Net Generation, Digital Natives, Generation Thumb, and the "anti-generation." Media have not merely become part of our lives; they have come to encompass our entire existence. In such circumstances, the inability to optimize the use of this space and the lack of capacity to manage behavior will entail irreparable harms and losses. Therefore, in this study, the researchers aim to develop an educational package based on theoretical foundations, media psychology, and the experiences of other countries to assist with behavior management, examine its psychometric properties for validation, and subsequently investigate the effect of teaching this package to students on enhancing both their mental health and academic self-regulation. This study not only helps fill the research gap in this field but can also serve as a basis for designing educational programs and preventive interventions at the level of schools and the national educational system.
Research Method
This study is fundamental-applied in terms of its objective and, regarding data type and collection technique, employs a mixed-methods approach of the instrument development model type (Saadipour, Vol. 2, 2024). Accordingly, the first phase of the study, aimed at developing an educational package for behavior management in cyberspace, is qualitative in nature. The second phase, which examines the effectiveness of the developed educational package on students' mental health and academic self-regulation, is a quantitative study and an experimental study using a pretest-posttest design with a control group.
Discussion and Conclusion
The hypothesis of this study, which was confirmed, was that the mental health of students who received cyberspace behavior management training (the experimental group) is higher than that of those who did not receive this training. Examples of research consistent with the findings of this study include Ahmadi-far and Abdi (2022); Baradaran and Ranjbar Noshahri (2022); Harrer et al. (2019); Orang et al. (2023); Dashti (2022); Koohi-Aghdam et al. (2024); Nemati (2024); and Nejati (2024). According to the aforementioned studies, it can be concluded that cyberspace behavior management training can have positive effects on students' mental health, especially when such training is delivered purposefully and with the participation of teachers and parents. However, improper and excessive use of cyberspace can lead to serious psychological problems. Therefore, designing and implementing appropriate educational programs and intelligently managing cyberspace is essential for maintaining and promoting students' mental health.
The other hypothesis of this study, which was confirmed, was that the academic self-regulation of students who received cyberspace behavior management training is higher than that of those who did not receive this training. Examples of research consistent with the findings of the present study include Zimmerman (2002); Pintrich (2004); Sánchez-Martínez and Otero (2021); Schunk and DiBenedetto (2020); Kostnić and McLaren (2020); Duckworth and Steinberg (2015); Tsai et al. (2020); Pintrich and Zusho (2007); Ahmadi et al. (2022); Bahrami and Kazemi (2021); Jafari and Mousavi (2020); Hosseini and Nouri (2023); Nasiri et al. (2023); Rezaei and Mousavi (2020); and Sharifi and Amiri (2021).
Therefore, it can be concluded that cyberspace behavior management training, by providing a suitable platform for enhancing self-regulation skills, plays an important role in improving students' academic performance and success. It is recommended that schools and educational institutions design and implement such training programs to improve learning quality and academic achievement, thereby benefiting from their positive impact on students' academic self-regulation.

کلیدواژه‌ها [English]

• Academic self-regulation
• mental health
• cyberspace
• behavior management