Fasihi Mohadeseh, Rostami Mohammad
University of Kurdistan, Sanandaj, Iran.
Psychol Russ. 2023 Dec 1;16(4):55-71. doi: 10.11621/pir.2023.0404. eCollection 2023.
New technologies offer endless possibilities for students and schools, but as the use of smartphones increases, psychological and behavioral problems may also increase.
To investigate the relationship of mobile-based social network addiction and family communication patterns on the one hand, and behavioral problems in students on the other, with a focus on the mediating role of emotional self-regulation.
This study used a quantitative approach and a cross-sectional design. The participants were 384 students (female/male: 226/168; mean age: 16 ± 1.98) in secondary high schools in Tehran in the academic year 2022-2023. The students were selected using convenience sampling. The data were collected online using the Revised Family Communication Pattern Scale (1994), Mobile-Based Social Network Addiction Questionnaire (2016), Child Behavior Checklist - Adolescent Version (2001), and the Affective Style Questionnaire (2010). The data were analyzed using structural equation modeling with SPSS-25 and AMOS-24 statistical software.
The study showed that emotional self-regulation plays a mediating role in the relationship between mobile-based social network addiction and internalized and externalized behavioral problems ( ≤ .05). The indirect effect of conversation orientation on internalized and externalized behavioral problems mediated by emotional self-regulation was not significant, but the indirect effect of conformity orientation on internalized and externalized behavioral problems with the mediation of emotional self-regulation was significant ( ≤ .05).
Based on the findings, it is suggested that school officials and parents should develop emotional self-regulation and communication skills in students and parenting skills in their parents to prevent and reduce potential harm such as internet addiction and behavioral problems in students.
新技术为学生和学校带来了无尽的可能性，但随着智能手机使用的增加，心理和行为问题可能也会增加。
一方面调查基于移动设备的社交网络成瘾与家庭沟通模式之间的关系，另一方面调查学生的行为问题，重点关注情绪自我调节的中介作用。
本研究采用定量方法和横断面设计。参与者为2022 - 2023学年德黑兰市高中的384名学生（女/男：226/168；平均年龄：16 ± 1.98岁）。学生采用便利抽样法选取。数据通过修订后的家庭沟通模式量表（1994年）、基于移动设备的社交网络成瘾问卷（2016年）、儿童行为检查表 - 青少年版（2001年）和情感风格问卷（2010年）在线收集。使用SPSS - 25和AMOS - 24统计软件通过结构方程模型对数据进行分析。
研究表明，情绪自我调节在基于移动设备的社交网络成瘾与内化和外化行为问题之间的关系中起中介作用（≤.05）。由情绪自我调节介导的对话导向对内化和外化行为问题的间接效应不显著，但一致性导向在情绪自我调节的中介作用下对内化和外化行为问题的间接效应显著（≤.05）。
基于研究结果，建议学校管理人员和家长应培养学生的情绪自我调节和沟通技巧，以及家长的育儿技巧，以预防和减少学生网络成瘾和行为问题等潜在危害。
