fa مقایسه مؤلفه‌های بهزیستی روان‌شناختی و هوش هیجانی در بازیکنان با و بدون اعتیاد به بازی‌های رایانه‌ای در دانش آموزان متوسطه دوم شهر البرز: یک مطالعه توصیفی روانپزشكي Psychiatry پژوهشي Research <div class="msocomtxt" id="_com_1" language="JavaScript" on=""><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="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:">بازی‌های رایانه‌ای تبدیل به بخش مهمی از زندگی نوجوانان شده است. این بازی‌ها پیامدهای مثبت و منفی از جمله اعتیاد را به همراه دارند. بنابراین</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، هدف از این مطالعه مقایسه مؤلفه&shy; های بهزیستی روان&shy;شناختی و هوش هیجانی در بازیکنان با و بدون اعتیاد به بازی&shy;های رایانه&shy;ای بود.</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="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:"> روش پژوهش حاضر از نوع توصیفی بوده و </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جامعه‌ آماری شامل تمامی دانش&shy;آموزان مدارس متوسطه دوم </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">در سال تحصیلی 1402-1401 در شهر البرز بودند که از این جامعه، اول، </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">به روش تصادفی خوشه‌ای چند مرحله‌ای</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> و بعد به روش هدفمند و با اجرای مقیاس اعتیاد به گیم (</span></span></span>Game Addiction Scale; GAS-7<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) روی بازیکنان بازی&shy;های رایانه‌ای، 112 شرکت‌کننده به عنوان نمونه هدف انتخاب شدند (56 شرکت‌کننده دارای اعتیاد و 56 شرکت‌کننده بدون اعتیاد). پس از حذف داده‌های ناقص و دور افتاده در هر گروه 51 شرکت‌کننده باقی ماندند. علاوه بر </span></span></span>GAS-7<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، مقیاس&shy; بهزیستی روان&shy;شناختی </span></span></span>Ryff<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> (</span></span></span>RPWS-18<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و مقیاس هوش هیجانی </span></span></span>Wong Law<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> (</span></span></span>WLEIS-16<span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) نیز اجرا گردید. </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جهت تحلیل نهایی داده‌ها</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">از آزمون تحلیل واریانس چندمتغیره (</span></span></span>MANOVA<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) استفاده شد.</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="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">یافته&shy; ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> نتایج نشان داد که بازیکنان دارای اعتیاد نسبت به گروه مقایسه، به طور معناداری نمرات کم&shy;تری در تمام مؤلفه&shy;های بهزیستی روان&shy;شناختی کسب کردند (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:">). هم&shy;چنین، نمرات کم&shy;تری در کاربرد و تنظیم هیجانات کسب کردند (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:">). </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="">&nbsp;<b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتیجه&shy; گیری:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> مبتنی بر نتایج، بازیکنان دارای اعتیاد، بهزیستی روان‌شناختی و هوش هیجانی ضعیف‌تری نسبت به گروه مقایسه داشتند. بر این اساس، با شناسایی دانش&shy; آموزان دارای اعتیاد، تمهیدات آموزشی جهت ارتقاء هوش هیجانی و بهزیستی در مدارس متوسطه ضروری به نظر می‌رسد. </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="FA" 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:">اعتیاد به بازی‌های رایانه‌ای&shy;، بهزیستی روان‌شناختی، هوش هیجانی، تنظیم هیجانات.</span></span></span></span></span></span></span></span><br> &nbsp;</div> <span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:130%">Background and Objectives:</span></span></b></a> <span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">Computer games have become an important part of teenagers&#39; lives. These games have positive and negative consequences, including addiction. Therefore, the aim of this study was to compare the components of psychological well-being and emotional intelligence in players with and without addiction to computer games.</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Materials and Methods:</span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">The present research method is descriptive and the statistical population included all the students of secondary schools (second period) in the academic year of 1401-1402 in Alborz City; from this population, first, by multi-stage random cluster method and then by purposive method and by implementing a Game Addiction Scale (</span></span><span style="font-size:9.0pt"><span style="line-height:130%">Game Addiction Scale; </span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">GAS-7) on computer game players, 112 participants were selected as the target sample (56 participants with addiction and 56 participants without addiction). After removing incomplete and outlier data, 51 participants remained in each group (102 in total). In addition to GAS-7, Ryff&rsquo;s Psychological Well-Being Scale (RPWS-18) and Wong Law&rsquo;s Emotional Intelligence Scale (WLEIS-16) were also implemented. Multivariate analysis of variance (MANOVA) test was used for the final analysis of the data.</span></span><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-size:9.0pt"><span style="line-height:130%">&nbsp;<b>Results:</b> </span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">The results showed that addicted players scored significantly less in all psychological well-being components than the comparison group (p<0.001). Also, they obtained lower scores in the use and regulation of emotions (p<0.001).</span></span><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Conclusion:</span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">Based on the results, players with addiction had weaker psychological well-being and emotional intelligence than the comparison group. Based on this, by identifying students with addiction, educational measures to improve emotional intelligence and well-being in secondary schools seem necessary.</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Keywords:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">&nbsp; Computer game addiction, Psychological well-being, Emotional intelligence, </span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:130%">Emotional regulation</span></span><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> This study was funded by the General Department of Education of Alborz Province.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> None declared.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Ethical considerations:</span></span></b><span style="font-size:9.0pt"><span style="line-height:130%"> The Ethics Committee of Bu Ali Sina University approved the study (ID IR.BASU.REC.1402.005). </span></span><b><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">Authors&rsquo; contributions:</span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Conceptualization: </span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">Sayed Ali Sharifi Fard and Ali Kermani</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Methodology: </span></span></b><a name="_Hlk166336393"><span style="font-size:9.0pt"><span style="line-height:130%">Sayed Ali Sharifi Fard</span></span></a><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Data collection: </span></span></b><a name="_Hlk166336586"><span style="font-size:9.0pt"><span style="line-height:130%">Forough Asadi </span></span></a><span style="font-size:9.0pt"><span style="line-height:130%">and Golnaz Ali Babaei</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Formal analysis: </span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">Safdar Nabizadeh and Ali Kermani</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Supervision: </span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">Sayed Ali Sharifi Fard</span></span><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:130%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span dir="RTL" lang="FA" style="font-size:9.0pt"><span style="line-height:130%">-</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"> Project administration:</span></span></b> <span style="font-size:9.0pt"><span style="line-height:130%">Sayed Ali Sharifi Fard</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Writing _ original draft: </span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">Sayed Ali Sharifi Fard and Forough Asadi</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:130%"><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:130%">- Writing &ndash; review & editing: </span></span></b><span style="font-size:9.0pt"><span style="line-height:130%">Ali Kermani</span></span><b><span style="font-size:9.0pt"><span style="line-height:130%"></span></span></b></span></span></span></span></span><br> &nbsp; اعتیاد به بازی‌های رایانه‌ای‌, بهزیستی روان‌شناختی, هوش هیجانی, تنظیم هیجانات. Computer game addiction, Psychological well-being, Emotional intelligence, Emotional regulation 169 182 http://journal.rums.ac.ir/browse.php?a_code=A-10-6761-1&slc_lang=fa&sid=1 Sayed Ali Sharifi Fard سیدعلی شریفی فرد sharififard68@gmail.com 6900319475328460058274 6900319475328460058274 No MSc. Clinical Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran کارشناسی ارشد روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران Forough Asadi فروغ اسدی forugh1997@gmail.com 6900319475328460058275 6900319475328460058275 Yes MSc. General Psychology, Faculty of Psychology and Educational Sciences, Al-Zahra University, Tehran, Iran. کارشناسی ارشد روان‌شناسی عمومی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه الزهرا، تهران، ایران Golnaz Ali Babaei گلناز علی بابایی g.babaei1991@gmail.com 6900319475328460058276 6900319475328460058276 No MSc. Clinical Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran کارشناسی ارشد روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران Ali Kermani علی کرمانی a.kermani1993@gmail.com 6900319475328460058277 6900319475328460058277 No PhD student in psychology, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran. دانشجوی دکتری روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران Safdar nabizadeh صفدر نبی زاده nabizadeh.safdar@yahoo.com 6900319475328460058278 6900319475328460058278 No PhD Educational Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamedan, Iran. دکتری روان‌شناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران