استفاده آسیب شناختی دانش آموزان از اینترنت
ترجمه نشده

استفاده آسیب شناختی دانش آموزان از اینترنت

عنوان فارسی مقاله: تأثیر حمایت اجتماعی درک شده بر استفاده آسیب شناختی دانش آموزان از اینترنت: اثر واسطه ای تفاوت فردی درک شده و اثر تعدیل کننده هوش هیجانی
عنوان انگلیسی مقاله: The impact of perceived social support on students’ pathological Internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence
مجله/کنفرانس: رایانه ها در رفتار انسان – Computers in Human Behavior
رشته های تحصیلی مرتبط: روانشناسی
گرایش های تحصیلی مرتبط: روانشناسی عمومی
کلمات کلیدی فارسی: حمایت اجتماعی درک شده، تفاوت فردی درک شده، هوش هیجانی، استفاده آسیب شناختی از اینترنت
کلمات کلیدی انگلیسی: Perceived social support; perceived personal discrimination; emotional intelligence; pathological Internet use
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2020.106247
دانشگاه: College of Education, Zhejiang University, Hangzhou, 320018, China
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2020
ایمپکت فاکتور: 5.876 در سال 2019
شاخص H_index: 137 در سال 2020
شاخص SJR: 1.711 در سال 2019
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2019
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 30
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E14182
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


۱٫ Introduction


۲٫ Methods


۳٫ Results


۴٫ Discussion


۵٫ Conclusion and implication


Author contributions section


Acknowledgments


References

نمونه متن انگلیسی مقاله

Abstract


The aim of this study is to investigate how perceived personal discrimination and emotional intelligence affect the relationship between perceived social support and pathological Internet use of students in China. Data were collected from 560 students from primary and secondary schools in mainland China. Results showed that perceived social support could be a predictor of students’ perceived personal discrimination, and perceived personal discrimination could have a significant impact on students’ pathological Internet use. Perceived personal discrimination had a mediating effect on the relationship between perceived social support and pathological Internet use. In addition, emotional intelligence played a moderating role in the relationship between perceived social support and perceived personal discrimination, as well as between perceived personal discrimination and pathological Internet use. As a moderator, emotional intelligence can enhance the effect of social support perception on discrimination perception, and mitigate the effect of discrimination perception on individual pathological Internet use. This enlightens us that it is necessary to provide social support and improve emotional intelligence of primary and secondary school students and reduce their perceived personal discrimination, thereby reducing their pathological Internet use.


Introduction


Pathological Internet use (PIU) refers to excessive use of Internet that damages individuals’ social and psychological functions and affects their normal work and learning behaviors (Davis, 2001). Pathological Internet use among adolescents and children has become an increasingly concerned issue in the past decades (Hernández et al., 2019; Karaer & Akdemir, 2019). Along with its prevalence, the Internet plays an increasingly important role in the lives of children and teens. However, pathological Internet use has begun to endanger the physical and mental health of young people while the Internet brings speed and convenience (Zhang et al., 2019). There are 829 million Internet users in China, accounting for 20% of all Internet users worldwide (Lei et al., 2018). Among them, 21.6% (179.06 million) are under the age of 19 (CNNIC, 2019), and the rate of pathological Internet use among primary and secondary school students in China is 6.6% (Wang, Wang, & Fu, 2008). As more children become addicted to the Internet, their problem behaviors related to pathological Internet use have arisen accordingly (Stavropoulos, Alexandraki, & Motti-Stefanidi, 2013; Zhang, Qin & Ren, 2018; Zhang et al., 2019). Studies have found that pathological Internet use has negative effects on students’ academic performance (Zhang et al., 2019) and psychosocial development (Dong & Wang, 2013). Therefore, more attention should be paid to this phenomenon. It is very important to understand the factors contributing to pathological Internet use and how they interact. However, studies on the influencing mechanism of pathological Internet use are still at an early stage, and the understanding of its etiological factors and mechanism is rather limited (Kuss & Lopez-Fernandez, 2016). Therefore, it is urgent to explore the key influencing factors of pathological Internet use and their influencing mechanism.

  • اشتراک گذاری در

دیدگاه خود را بنویسید:

تاکنون دیدگاهی برای این نوشته ارسال نشده است

استفاده آسیب شناختی دانش آموزان از اینترنت
نوشته های مرتبط
مقالات جدید
لوگوی رسانه های برخط

logo-samandehi

پیوندها