The Impact of Social Media on the Islamic-Iranian Identity of Sixth-Grade Students with the Mediating Role of Family Communication Orientation
Keywords:
problem-solving skills, cognitive processes, educational environment, family environment, elementary education, thematic analysisAbstract
This study aimed to investigate the impact of social media on the Islamic-Iranian identity of sixth-grade elementary students, with the mediating role of family communication orientation. This was a descriptive-survey research with an applied purpose. The statistical population included all sixth-grade students in Tonekabon County, Iran. A sample of 384 students was selected using simple random sampling. Data were collected using three standardized questionnaires: Islamic-Iranian Identity Questionnaire (Rashidi et al., 2021), Social Media Usage Questionnaire (Badri et al., 2017), and Family Communication Orientation Questionnaire (Koerner & Fitzpatrick, 2002). Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling (SEM) via SmartPLS software. The results revealed a significant positive relationship between social media use and Islamic-Iranian identity (β=0.189; t=4.484). Family communication orientation was also significantly associated with Islamic-Iranian identity (β=0.488; t=12.962) and acted as a significant mediator in the relationship between social media use and identity (indirect effect=0.102; t=4.018). The overall model fit index (GOF) was reported at 0.305, indicating a satisfactory model fit. The findings suggest that social media can positively influence students’ Islamic-Iranian identity when managed within the framework of constructive family interactions. Enhancing dialogue-oriented communication in families can serve as a crucial moderating factor in shaping adolescents' media engagement and identity development.
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