Bahramian Esmat, Mazaheri Maryam Amidi, Hasanzadeh Akbar
Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
Instructor in Biostatistics, Department of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2018 Nov 27;7:148. doi: 10.4103/jehp.jehp_41_18. eCollection 2018.
In recent years, the media have had very massive effects on individuals, especially children and adolescents. Hence, they should be able to use media rationally also be able to create digital, multimedia texts, and attain media literacy. Media literacy is a skill based on understanding and gives the audience the opportunity to use the media appropriately and critically.
The aim of this study was to investigate the relationship between media literacy and mental psychology of high school students in Semirom city.
This correlational study was conducted with the participation of 139 adolescent girls selected using multi-stage random sampling, in Semirom city, Isfahan province, the Central of Iran, in 2017.
Data were measured using researcher-made media literacy questionnaire, psychological well-being Scales of Ryff.
Data were analyzed using SPSS software and descriptive statistics (Pearson correlations) were used. The statistical significant level was set as 0.05.
There was no significant correlation between family economic situation, parental education, and media literacy score. Media literacy was significantly correlated with total psychological well-being ( = 0.165, < 0.05), personal growth subscale ( = 0.216, < 0.05), and self-acceptance subscale ( = 0.218, < 0.05).
Considering the importance of psychological well-being in adolescents' life, the design of educational interventions to increase media literacy is recommended.
近年来，媒体对个人，尤其是儿童和青少年产生了非常巨大的影响。因此，他们应该能够合理使用媒体，还应能够创作数字多媒体文本，并具备媒介素养。媒介素养是一种基于理解的技能，使受众有机会恰当地、批判性地使用媒体。
本研究旨在调查伊朗中部伊斯法罕省塞米尔罗姆市高中生的媒介素养与心理之间的关系。
本相关性研究于2017年在伊朗中部伊斯法罕省塞米尔罗姆市进行，139名青春期女孩参与，采用多阶段随机抽样选取。
数据通过研究者自制的媒介素养问卷、Ryff心理幸福感量表进行测量。
数据使用SPSS软件进行分析，并采用描述性统计（Pearson相关性分析）。统计学显著性水平设定为0.05。
家庭经济状况、父母教育程度与媒介素养得分之间无显著相关性。媒介素养与总体心理幸福感（r = 0.165，p < 0.05）、个人成长子量表（r = 0.216，p < 0.05）和自我接受子量表（r = 0.218，p < 0.05）显著相关。
考虑到心理幸福感在青少年生活中的重要性，建议设计提高媒介素养的教育干预措施。
