مدلسازی معادله ساختاری در تبیین رابطه مشارکت در شبکه های اجتماعی و احساس تعلق به مدرسه با نقش واسطه‌گری انسجام خانواده و اضطراب اجتماعی

مریم کاظمی; عماد یوسفی; لیلا  خواجه پور

doi:10.61838/jcbl.1.1.7

Authors

Maryam Kazemi Ph.D. Student Psychology Educational, Department of Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran Author https://orcid.org/0009-0007-4808-1726
Emad Yousefi Assistant Professor, Department of Psychology, Qeshm Branch, Islamic Azad University, Qeshm,Iran Corresponding author https://orcid.org/0000-0001-9924-8329
Leila Khajepour استادیار گروه روانشناسی و علوم تربیتی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران Author https://orcid.org/0000-0003-0476-6671

DOI:

https://doi.org/10.61838/jcbl.1.1.7

Keywords:

Social media participation , school belonging , family cohesion , social anxiety , structural equation modeling

Abstract

The present study aimed to investigate the relationship between social media participation and school belonging with the mediating role of family cohesion and social anxiety among female high school students in Tehran. This descriptive-correlational study used structural equation modeling. The statistical population included 125,842 female high school students in Tehran during the 2022-2023 academic year, from which 383 students were selected using Cochran’s formula and cluster sampling. Research instruments included the School Belonging Scale (Barry & Beti, 2005), Social Anxiety Scale (Connor et al., 2000), Family Cohesion Scale (Fischer et al., 1992), and Social Media Participation Scale (Rasoul-Abadi, 2015), all with confirmed validity and reliability. Data were analyzed using SPSS22 and Smart PLS software. Results indicated that social media participation had a direct and significant effect on school belonging (0.582) and family cohesion (0.502). Family cohesion also had a significant effect on school belonging (0.498), and its mediating role in this relationship was confirmed (0.250). Additionally, social media participation significantly affected social anxiety (0.392), social anxiety significantly affected school belonging (0.691), and the mediating role of social anxiety was confirmed (0.271). Social media participation can directly and indirectly influence school belonging, with family cohesion and social anxiety playing significant mediating roles in this relationship.

Downloads

Download data is not yet available.

References

Alīverdī Niyā, A., & Ramzīyār, M. (2011). The Role of Family Structures and Processes in Students' Delinquency. Political-Economic Information(285).

Arslan, G., & Coşkun, M. (2022). School Belongingness in Academically at-Risk Adolescents: Addressing Psychosocial Functioning and Psychological Well-Being. Journal of Happiness and Health, 3(1), 1-13. https://doi.org/10.47602/johah.v3i1.9

Asadi, K., Yousefi, Z., & Parsakia, K. (2024). The Role of Family in Managing Financial Stress and Economic Hardship. Journal of Psychosociological Research in Family and Culture, 2(3), 11-19. https://doi.org/10.61838/kman.jprfc.2.3.3

Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C., & Lüftenegger, M. (2019). Gendered Pathways to Bullying Perpetration via Social Achievement Goals-Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence, 77(3), 1-16. https://doi.org/10.31219/osf.io/sdkvn

Bhasin, S. K., Sharma, R., & Saini, N. K. (2010). Depression, anxiety and stress among adolescent students belonging to affluent families: A school-based study. The Indian Journal of Pediatrics, 77(2), 161-165. https://doi.org/10.1007/s12098-009-0260-5

Bostwick, K. C. P., Martin, A. J., Collie, R. J., Burns, E. C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931-1949. https://doi.org/10.1037/edu0000753

Faghiharam, B. (2019). The Relationship between Social Health and Social Networks using among Female Student's Parent [Research Article]. Iranian Journal of Educational Sociology, 2(1), 150-160. https://doi.org/10.29252/ijes.2.1.150

Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & De Boer, H. (2020). The relationships between school belonging and students' motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116

Li, C., & Jiang, S. (2018). Social exclusion, sense of school belonging and mental health of migrant children in China: A structural equation modeling analysis. Children and Youth Services Review, 89, 6-12. https://doi.org/10.1016/j.childyouth.2018.04.017

López, V., Torres-Vallejos, J., Ascorra, P., González, L., Ortiz, S., & Bilbao, M. (2021). Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School [Original Research]. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.620895

Maniei, P. (2014). Investigating the Relationship between Anxiety and Social Stress with the Sense of Belonging of Male and Female Adolescents in High School in Bandar Abbas City Islamic Azad University, Bandar Abbas Branch].https://www.thesisword.ir/%D8%AF%D8%A7%D9%86%D9%84%D9%88%D8%AF/30070/%D9%BE%D8%A7%DB%8C%D8%A7%D9%86-%D9%86%D8%A7%D9%85%D9%87-%D8%A8%D8%B1%D8%B1%D8%B3%DB%8C-%D8%B1%D8%A7%D8%A8%D8%B7%D9%87-%D8%A7%D8%B6%D8%B7%D8%B1%D8%A7%D8%A8-%D9%88-%D8%A7%D8%B3%D8%AA%D8%B1%D8%B3-%D8%A7%D8%AC%D8%AA%D9%85%D8%A7%D8%B9%DB%8C-%D8%A8%D8%A7-%D8%A7%D8%AD%D8%B3%D8%A7%D8%B3-%D8%AA%D8%B9%D9%84%D9%82-%D9%86%D9%88%D8%AC%D9%88%D8%A7%D9%86%D8%A7%D9%86-%D9%BE%D8%B3%D8%B1-%D9%88-%D8%AF%D8%AE%D8%AA%D8%B1-%D8%AF%D8%B1-%D9%85%D9%82%D8%B7%D8%B9-%D8%AA%D8%AD%D8%B5%DB%8C%D9%84%DB%8C-%D9%85%D8%AA%D9%88%D8%B3%D8%B7%D9%87-%D8%AF%D9%88%D9%85-%D8%A8%D9%87-%D9%85%D8%AF%D8%B1%D8%B3%D9%87-%D8%AF%D8%B1-%D8%B4%D9%87%D8%B1-%D8%A8%D9%86%D8%AF%D8%B1%D8%B9%D8%A8%D8%A7%D8%B3

McDonnell, M., Yang, Y., & Zadhasn, Z. (2024). Linking Emotional and Social Competencies to Career Readiness Among Senior Undergraduates [Research Article]. Iranian Journal of Educational Sociology, 7(1), 198-204. https://doi.org/10.61838/kman.ijes.7.1.19

Mirzabeigi, A., Bakhtiarpour, S., Eftekhar saadi, Z., Makvandi, B., & Pasha, R. (2018). Comparison of educational vitality, feeling of belonging to the school, the motivation of academic achievement among male and female students of secondary schools in Ilam. Journal of Research in Educational Systems, 12(Special Issue), 1085-1104. https://www.jiera.ir/article_65043.html

Mohseni, M., Fernia, M. R., Taghva, A., Dehghan Manshadi, Z., & Rezaei Fard, A. (2014). The Impact of a Family Member's Post-Traumatic Stress Disorder on the Quality of Life, Depression, Anxiety, Stress, and Family Structure. War Medicine Quarterly, 6(5), 208-214.https://www.noormags.ir/view/en/articlepage/1064976/%D8%AA%D8%A7%D8%AB%DB%8C%D8%B1-%D8%A7%D8%A8%D8%AA%D9%84%D8%A7%DB%8C-%D9%85%D8%B1%D8%AF-%D8%AE%D8%A7%D9%86%D9%88%D8%A7%D8%AF%D9%87-%D8%A8%D9%87-%D8%A7%D8%AE%D8%AA%D9%84%D8%A7%D9%84-%D8%A7%D8%B3%D8%AA%D8%B1%D8%B3-%D9%BE%D8%B3-%D8%A7%D8%B2-%D8%B3%D8%A7%D9%86%D8%AD%D9%87-%D8%A8%D8%B1-%DA%A9%DB%8C%D9%81%DB%8C%D8%AA-%D8%B2%D9%86%D8%AF%DA%AF%DB%8C-%D8%A7%D9%81%D8%B3%D8%B1%D8%AF%DA%AF%DB%8C-%D8%A7%D8%B6%D8%B7%D8%B1%D8%A7%D8%A8-%D8%A7%D8%B3%D8%AA%D8%B1%D8%B3-%D9%88-%D8%B3%D8%A7%D8%AE%D8%AA%D8%A7%D8%B1-%D8%AE%D8%A7%D9%86%D9%88%D8%A7%D8%AF%D9%87

Nasiri Karbasdehi, Z., Fakhri, M., & Ghanadzadegan, H. (2024). Comparing the Effectiveness of Mindfulness and Positive Psychology Training on Reappraisal and Suppression in Students with Generalized Anxiety Disorder Symptoms. Journal of Assessment and Research in Applied Counseling (JARAC), 6(1). https://journals.kmanpub.com/index.php/jarac/article/view/1716

Navabinejad, S., Rostami, M., & Parsakia, K. (2024). Influences of Family Structure and Intimacy on Emotional Divorce: A Cross-Sectional Analysis. Journal of Psychosociological Research in Family and Culture, 2(1), 23-30. https://doi.org/10.61838/kman.jprfc.2.1.5

Pirzadeh, S., & Parsakia, K. (2023). A Comparative Study of Family Structure (Cohesion and Flexibility) and Functioning in People with and without Drug Abuse. International Journal of Body, Mind & Culture, 10(1), 82-89. https://doi.org/10.22122/ijbmc.v10i1.278

Ramezanpour, a., Kouroshnia, M., mehryar, A., & Javidi, H. (2019). The Relationship between Dimensions of Family Communication Patterns and Sense of Belonging in School with Academic Resilience with the Mediation of Self-regulation. Psychological Models and Methods, 10(37), 225-246. https://jpmm.marvdasht.iau.ir/article_4107.html

Raufelder, D., & Kulakow, S. (2021). The Role of Social Belonging and Exclusion at School and the Teacher– student Relationship for the Development of Learned Helplessness in Adolescents. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12438

Soheili-Pour, A., Rashtbari, A., Ahmadi, D., & Saed, O. (2023). Changes in Symptoms of Generalized Anxiety, Depression, Obsessive-Compulsive Disorder, Social Anxiety, and Generalized Anxiety Among Students During the COVID-19 Pandemic. Cognitive Psychology and Psychiatry, 10(1), 45-58. https://doi.org/10.32598/shenakht.10.1.45

Taghipoor, H. (2021). Identifying the factors affecting the social responsibility of high school students in Nowshahr. Curriculum Development and Educational Planning Research, 1(10), 1-16. http://sanad.iau.ir/fa/Article/1081996

Xie, H., & Xiao, H. (2018). Analysis on the relationship between school belonging and learning burnout of university students. 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018), https://www.atlantis-press.com/proceedings/icmess-18/25897111

Yang, J., & Seyed Alitabar, S. H. (2024). The Effects of School Size on Student Participation and Sense of Community [Research Article]. Iranian Journal of Educational Sociology, 7(1), 205-211. https://doi.org/10.61838/kman.ijes.7.1.20