Ayadi Nader, Pireinaladin Saeed, Shokri Mehdi, Dargahi Shahriyar, Zarein Fatemeh
Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
Iran J Psychiatry. 2021 Jan;16(1):30-55. doi: 10.18502/ijps.v16i1.5375.
Adolescence is a critical period in terms of development and education, in which there are numbers of high-risk behaviors that can negative effects on personal and educational life. One of these high-risk behaviors is mobile phone addiction that is a sociopsychological phenomenon, and the lack of control in the use of this technology by students can cause damage to various aspects of their personal and educational lives. The aim of the present study was to investigate the mediating role of procrastination in the relationship between positive and negative perfectionism and addiction to mobile phone in gifted students. This was a descriptive and correlational study in which 200 gifted students from gifted students' high school of Meshghinshahr were selected using cluster sampling in 2020. Tri-Shot Perfectionism questionnaires, Tuckman Procrastination Scale, and Savari Mobile Phone Addiction questionnaire were applied to collect data. Descriptive statistics, correlation matrix, and path analysis (Structural Model) were used to analyze data. The findings revealed positive and negative perfectionism was not directly related to cell phone addiction. However, positive perfectionism through procrastination meditation had a negative and indirect relationship with mobile phone addiction (β = -0.18), and negative perfectionism through procrastination meditation had a positive and indirect relationship with mobile phone addiction (β = 0.17). In other words, procrastination is a complete mediation in the relationship between negative and positive perfectionism and cell phone addiction in students (β = 0.29). The results emphasized the effect of procrastination on the relationship between positive and negative perfectionism and mobile phone addiction in gifted students. Therefore, these findings can help school and rehabilitation counselors to prepare programs for reducing students' addictive and avoidant behaviors.
青春期是发展和教育的关键时期，在此期间存在许多高风险行为，这些行为会对个人生活和教育产生负面影响。其中一种高风险行为是手机成瘾，这是一种社会心理现象，学生对这项技术使用缺乏控制会对他们个人生活和教育的各个方面造成损害。本研究的目的是调查拖延在资优学生积极和消极完美主义与手机成瘾之间关系中的中介作用。 这是一项描述性和相关性研究，2020年采用整群抽样法从梅什金沙赫尔资优高中选取了200名资优学生。使用三因素完美主义问卷、塔克曼拖延量表和萨瓦里手机成瘾问卷收集数据。采用描述性统计、相关矩阵和路径分析（结构模型）对数据进行分析。 研究结果显示，积极和消极完美主义与手机成瘾没有直接关系。然而，积极完美主义通过拖延中介与手机成瘾存在负向间接关系（β = -0.18），消极完美主义通过拖延中介与手机成瘾存在正向间接关系（β = 0.17）。换句话说，拖延在学生消极和积极完美主义与手机成瘾之间的关系中起到完全中介作用（β = 0.29）。 研究结果强调了拖延在资优学生积极和消极完美主义与手机成瘾关系中的作用。因此，这些研究结果可以帮助学校和康复顾问制定减少学生成瘾和回避行为的项目。
