fa مدل معادلات ساختاری قلدری سایبری بر اساس سیستم مغزی/رفتاری (بازداری/فعال‌سازی رفتار) با نقش میانجی تنظیم شناختی هیجان در دانش‌آموزان دوره دوم متوسطه شهر گتوند: یک مطالعه توصیفی روانپزشكي Psychiatry پژوهشي Research <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">زمینه و هدف: </span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">با گسترش استفاده از فناوری اینترنت، نوجوانان به</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:115%"><span calibri="" style="font-family:">‌</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">عنوان گروهی از جامعه که </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">استفاده بیشتری از فضای سایبری دارند در معرض سوء استفاده از آن هستند. </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">هدف مطالعه حاضر تعیین مدل معادلات ساختاری</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> قلدری سایبری بر اساس سیستم مغزی/رفتاری با نقش میانجی تنظیم شناختی هیجان در دانش‌آموزان </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود. </span></span></span></span></span></span></span></span><br> <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مواد و روش‌ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> در پژوهش توصیفی حاضر، جامعه آماری کلیه دانش&shy;آموزان دوره ‌متوسطه دوم شهر گتوند در سال 1402-1401 بودند. به&shy;روش نمونه &shy;گیری‌ تصادفی خوشه&shy;ای چند‌مرحله‌ای 380 نفر به&shy;عنوان نمونه انتخاب و به مقیاس‌های ‌‌بازداری‌/فعال‌‌سازی رفتاری، تجربه قلدری-قربانی ‌سایبری و تنظیم‌ شناختی ‌هیجان پاسخ دادند. تجزیه _&shy;&shy;و تحلیل داده‌ها به&shy; روش مدل‌یابی معادلات ساختاری انجام شد.</span></span></span></span></span></span></span></span><br> <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">یافته</span></span></span></b><b><span dir="LTR" style="letter-spacing:-.2pt">‌</span></b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ها:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اثرات مستقیم سیستم بازداری رفتار بر قلدری سایبری (460/0-=</span></span></span><span dir="LTR" style="line-height:115%"><span cambria="" style="font-family:">&beta;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">)، فعال&shy;سازی ‌رفتار بر قلدری سایبری (299/0=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و تنظیم شناختی هیجان بر قلدری سایبری (376/0-=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و هم&shy;چنین، بازداری رفتار بر تنظیم شناختی هیجان (235/0=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">)، فعال‌‌سازی رفتار بر تنظیم ‌شناختی‌ هیجان (239/0-=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) معنی‌دار بود. هم&shy;چنین، اثر غیرمستقیم بازداری رفتار بر قلدری سایبری از طریق تنظیم شناختی هیجان (122/0-=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و فعال‌‌سازی رفتار بر قلدری سایبری از طریق تنظیم شناختی هیجان (200/0-=</span></span></span><span cambria="" dir="LTR" style="font-family:">&beta;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 001/0=</span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) معنی&shy;دار بود.</span></span></span></span></span></span></span></span><br> <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.1pt">نتیجه‌گیری:</span></span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج پژوهش حاضر نشان داد </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">سیستم بازداری رفتار/ فعال&shy;سازی رفتار </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">به&shy; طور مستقیم و با واسطه تنظیم شناختی هیجان بر قلدری سایبری مؤثر است. هم&shy;چنین، تنظیم شناختی هیجان به&shy;طور مستقیم بر قلدری سایبری تأثیر دارد. دستاوردهای پژوهش حاضر می&shy;تواند به متخصصین امر آموزش و روان &shy;درمانگران در شناسایی متغیرهای مرتبط با شرایط کنترل رفتاری و هیجانی کمک کند تا با استفاده بهینه از فناوری ‌سایبری، سلامت روان و کیفیت زندگی نوجوانان ارتقاء یابد.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">واژه&shy;های کلیدی:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">قلدری سایبری، تنظیم شناختی هیجان، بازداری رفتار/ فعال&shy;سازی رفتار، دانش &shy;آموز </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Background and Objectives:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> With the expansion of the use of internet technology, teenagers, as a group of society that use cyber space more, are exposed to its abuse. The aim of the present study was to determine the structural equation model of cyberbullying based on the brain/behavioral system with the mediating role of cognitive emotion regulation in students.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Materials and Methods: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">In the current descriptive study, the statistical population was all students of secondary school (second period) in Gotvand City in 2022-2023. Three-hundred and eighty people were selected by multi-stage cluster random sampling method and responded to the Behavioral Inhibition/Activation, Cyberbullying-Victim Experience, and Emotional Eegulation Scales. Data analysis was performed by structural equations modeling method.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Results: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Direct effects of behavioral inhibition system on cyberbullying (&beta;=-0.460, p=0.001), behavioral activation on cyberbullying (&beta;=0.299, p=0.001), and cognitive regulation of excitement on cyberbullying (&beta;=-0.376, p=0.001), and also inhibition of behavior on cognitive regulation of emotion (&beta;=0.235, p=0.001), activation of behavior on cognitive regulation of emotion (&beta;=-0.239, p=0.001) were significant. Moreover, the indirect effects of inhibiting behavior on cyberbullying through cognitive regulation of emotion (&beta;=-0.122, p=0.001) and activating behavior on cyberbullying through cognitive regulation of emotion (&beta;=-0.200, p=0.001) were significant. </span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Conclusion:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> The results of the present study showed that the behavior inhibition/behavior activation system is effective directly and through the cognitive regulation of emotion on cyberbullying, and the cognitive regulation of emotion also has a direct effect on cyberbullying. The results of the present research will help education experts and psychotherapists in identifying variables related to behavioral and emotional control conditions in order to increase the mental health and quality of life of adolescents with the optimal use of cyber technology.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Keywords:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> Cyberbullying, Cognitive emotion regulation, Behavioral inhibition/behavior activation, Student</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-size:5.0pt"><span style="line-height:135%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> This study did not have any funds.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> None declared.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Ethical considerations</span></span></b><b><span style="font-size:9.0pt"><span style="line-height:135%">: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">The Ethics Committee of Payam-e-Noor University approved the study (IR.PNU.REC.1402.186).</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">Authors&rsquo; contributions:</span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Conceptualization: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Methodology: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Marzieh mashalpourfard, Akram Pouristadegi</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Data collection: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Akram pouristadegi</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Formal analysis: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Marzieh Mashalpourfard, Akram Pouristadegi</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Supervision: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Marzieh Mashalpourfard</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Project administration:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> Marzieh Mashalpourfard</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Writing &ndash; original draft: </span></span></b><span style="font-size:9.0pt"><span style="line-height:135%">Akram Pouristadegi</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:135%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:135%">- Writnig &ndash; review & editing:</span></span></b><span style="font-size:9.0pt"><span style="line-height:135%"> Marzieh Mashalpourfard, Akram Pouristadegi</span></span><b><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:135%"></span></span></b></span></span></span></span></span><br> &nbsp; قلدری سایبری, تنظیم شناختی هیجان, بازداری رفتار/ فعال­سازی رفتار, دانش ­آموز Cyberbullying, Cognitive emotion regulation, Behavioral inhibition/behavior activation, Student 392 406 http://journal.rums.ac.ir/browse.php?a_code=A-10-6545-2&slc_lang=fa&sid=1 Marzieh Mashalpourfard مرضیه مشعل پورفرد mashalpour.m@pnu.ac.ir 6900319475328460058384 6900319475328460058384 Yes Assistant Professor, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran دانشگاه پیام نور Akram Pouristadegi اکرم پورایستادگی akrampooristadegi@gmail.com 6900319475328460058385 0009-0006-0069-1050 No MA of general psychology, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran دانشگاه پیام نورءَ