دور البيئة الأسرية في الإدمان على مواقع التواصل الاجتماعي لدى طلبة الجامعات

المؤلفون

DOI:

https://doi.org/10.35516/edu.v49i4.3317

الكلمات المفتاحية:

البيئة الأسرية، الإدمان على مواقع التواصل الاجتماعي، المدمنين على مواقع التواصل الاجتماعي

الملخص

الأهداف: هدفت الدراسة الحالية إلى استكشاف الفروق في البيئة الأسرية بين الطلبة المدمنين وغير المدمنين على مواقع التواصل الاجتماعي. كما هدفت إلى التعرف إلى إسهام البيئة الأسرية في الإدمان على مواقع التواصل الاجتماعي لدى طلبة الجامعات الأردنية.

المنهجية: تكونت عينة الدراسة من 629 طالبا وطالبة في مستوى البكالوريوس. وجمعت البيانات عبر الإنترنت باستخدام أداتي قياس لقياس البيئة الأسرية والإدمان على مواقع التواصل الاجتماعي، واستخدمت الدراسة الحالية المنهج الوصفي التنبؤي من خلال توزيع استبانة على المشاركين في الدراسة عبر الإنترنت باستخدام تطبيق استطلاع قوقل Google)).

النتائج: أشارت النتائج إلى وجود فروق ذات دلالة إحصائية في متوسطات درجات الطلبة المدمنين والطلبة غير المدمنين على أبعاد التماسك والتعبير والتنظيم من مقياس البيئة الأسرية، إذ كانت درجات الطلبة غير المدمنين أعلى، وعلى بُعد الصراع، وكانت درجات الطلبة المدمنين أعلى. وأظهرت النتائج أن الأبعاد التي تنبأت في الإدمان على مواقع التواصل الاجتماعي لدى الذكور هي الصراع والتوجه الثقافي-الفكري والتعبير،. وبالنسبة للإناث، فقد تنبأ بعدا الصراع والتعبير بالإدمان على مواقع التواصل الاجتماعي، وكان متغير الصراع بوصفه متنبئا إيجابيا الأكثر قدرة على التنبؤ بالإدمان على مواقع التواصل الاجتماعي، يليه بعد التعبير، وكان متنبئًا سلبيًا.

الخلاصة: يتحدد مستوى الإدمان على مواقع التواصل الاجتماعي لدى طلبة الجامعات وفقا للبيئات الأسرية التي يعيشون فيها، فإذا كانت البيئة الأسرية تتسم بالتماسك وتمنح الأبناء حرية التعبير وتشجع على التنظيم، فإن الأبناء لن يلجئون إلى مواقع التواصل الاجتماعي كوسيلة للهروب من الظروف التي يعيشون فيها، وعلى العكس من ذلك إذا كانت البيئة يسودها الصراعات المستمرة بين أفراد الأسرة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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التنزيلات

منشور

2022-12-15

كيفية الاقتباس

بني حمد A. O. . ., & جرادات A.-K. M. (2022). دور البيئة الأسرية في الإدمان على مواقع التواصل الاجتماعي لدى طلبة الجامعات . دراسات: العلوم التربوية, 49(4), 17–36. https://doi.org/10.35516/edu.v49i4.3317

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