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سعیدی, زهرا, سلیمانی, اسماعیل. (1404). روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم. نشریه هنرهای کاربردی, 17(2), 117-131. doi: 10.22075/jcp.2025.37207.3149
زهرا سعیدی; اسماعیل سلیمانی. "روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم". نشریه هنرهای کاربردی, 17, 2, 1404, 117-131. doi: 10.22075/jcp.2025.37207.3149
سعیدی, زهرا, سلیمانی, اسماعیل. (1404). 'روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم', نشریه هنرهای کاربردی, 17(2), pp. 117-131. doi: 10.22075/jcp.2025.37207.3149
سعیدی, زهرا, سلیمانی, اسماعیل. روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم. نشریه هنرهای کاربردی, 1404; 17(2): 117-131. doi: 10.22075/jcp.2025.37207.3149

روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم

روان‌شناسی بالینی: نوآوری‌ها در پژوهش و عمل
مقاله 8، دوره 17، شماره 2 - شماره پیاپی 66، تیر 1404، صفحه 117-131    اصل مقاله (1.22 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22075/jcp.2025.37207.3149
نویسندگان
زهرا سعیدی1؛ اسماعیل سلیمانی* 2
1دانشجوی دکتری روان‌شناسی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
2دانشیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
تاریخ دریافت: 01 فروردین 1404،  تاریخ بازنگری: 14 تیر 1404،  تاریخ پذیرش: 17 تیر 1404 
چکیده
مقدمه: نوجوانی مرحله رشدی منحصر به فردی است که در طی آن چالش‌های سلامت روان و اختلالات روان‌شناختی بسیاری آشکار می‌‌شوند. پژوهش حاضر با هدف بررسی روابط ساختاری قلدری سایبری با رفتارهای پرخطر در نوجوانان با نقش میانجی نشخوار خشم انجام شد.
روش: جامعه آماری در این پژوهش شامل کلیه دانش‌آموزان مدارس متوسطه اول و دوم شهر بوشهر بودند که در بازه زمانی دی الی اسفند ماه سال تحصیلی 1404-1403 بر اساس روش نمونه‎‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند، و از بین لیست مدارس مقاطع متوسطه اول و دوم منطقه یک شهرستان بوشهر تعداد 4 مدرسه برگزیده و از هر کدام 2 کلاس به صورت تصادفی انتخاب گردید. ابزار مورد استفاده پرسش‌نامه‌های قلدری سایبری (CBVEQ)، پرسش‌نامه رفتار پرخطر، تکانشی و خود مخرب (RISQ)، و مقیاس نشخوار خشم (ARS)، بوده است. برای تحلیل داده‌ها از آمار توصیفی و مدل‌یابی معادلات ساختاری در نرم‌افزار آماری SmartPLS 4 و SPSS-27 استفاده شد.
یافته: نتایج نشان داد که قلدری سایبری اثر مستقیم معنادار بر نشخوار خشم (0/36) و رفتارهای پرخطر (0/44) داشت. همچنین، نشخوار خشم اثر مستقیم مثبت و معناداری بر رفتارهای پرخطر (0/47) داشت. به علاوه، اثر غیرمستقیم قلدری سایبری بر رفتارهای پرخطر از طریق متغیر میانجی نشخوار خشم معنادار بود (0/17). 
نتیجه‌گیری: به طور کلی، مدل پژوهش از برازش مطلوبی برخوردار است؛ بنابراین، شناسایی و مداخله در عوامل روان‌شناختی میانجی‌گر مانند نشخوار خشم در طراحی برنامه‌های پیشگیری جهت کاهش رفتارهای پرخطر اهمیت فراوانی دارد.
کلیدواژه‌ها
رفتارهای پرخطر؛ قلدری سایبری؛ نشخوار خشم؛ نوجوانان
عنوان مقاله [English]
Structural Modeling of Cyberbullying and Risk Behaviors in Adolescents through the Mediation of Anger Rumination
نویسندگان [English]
Zahra Saeedi1؛ Esmaeil Soleimani2
1Ph.D. Student in Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
2Associate Professor in Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
چکیده [English]
Introduction: Adolescence is a unique developmental stage, during which many mental health challenges and psychological disorders emerge. This study aimed to examine the structural relationships between cyberbullying and risky behaviors in adolescents, with the mediating role of anger rumination.

Methods: The design of this study is quantitative in nature. The research method is descriptive-correlational and was conducted through structural equation modeling. The population consisted of middle and high school students in Bushehr city during January to March in the academic year 2024-2025 .Participants were selected through a multistage cluster sampling method. From the list of middle and high schools in District 1, four schools were chosen, and two classes were randomly selected from each school. The research instruments included the Cyber-Bullying/Victimization Experiences Questionnaire (CBVEQ), Risky, Impulsive and Self-Destructive Behavior Questionnaire (RISQ), and Anger Rumination Scale (ARS). Descriptive statistics and structural equation modeling (SEM) were used in SPSS-27 and SmartPLS 4 software to analyze the data.

Results: The results indicated that cyberbullying had a significant direct effect on anger rumination (0/36) and a significant direct effect on risk behaviors (0/44). Anger rumination had a significant positive direct effect on risk behaviors (0/47). Furthermore, the indirect effect of cyberbullying on risky behaviors through the mediating variable of anger rumination was found to be significant (0/17).

Conclusion: The research model exhibits a good fit. These results underscore the importance of teaching self-regulation and emotional management skills to adolescents who engage in cyberbullying. Training in these skills can enhance the mental health of adolescents.
کلیدواژه‌ها [English]
Adolescent, Anger Rumination, Cyberbullying, Risk Behaviors
مراجع
منابع

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