fa الگوی روابط ساختاری اعتیاد به تلفن همراه در دانش‌آموزان پسر بر اساس هیجان‌پذیری ‌منفی و استعداد کسالت با نقش میانجی‌گری خودنظارتی: یک مطالعه توصیفی روانپزشكي روانپزشكي پژوهشي Research <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><span b="" nazanin="" style="font-family:">چکیده</span></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><span b="" nazanin="" style="font-family:">زمینه و هدف: </span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">وابستگی به تلفن همراه به دلیل میزان بالای وقوع، نرخ رشد سریع و پیامدهای نامطلوب جدی آن به یک مشکل جهانی تبدیل شده است</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">. پژوهش حاضر با هدف تعیین الگوی روابط ساختاری اعتیاد به تلفن همراه در دانش&shy; آموزان پسر بر اساس هیجان&shy;پذیری &shy;منفی و استعداد کسالت با نقش میانجی&shy; گری خودنظارتی </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">انجام گرفت.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><span b="" nazanin="" style="font-family:">مواد</span></span></span></b><b> </b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و</span></span></span></b><b> </b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">روش</span></span></span></b><b>‌</b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">ها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> این مطالعه از نوع توصیفی بود و جامعه</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آماری</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">پژوهش حاضر را</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">کلیه</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">دانش</span></span></span>&shy;<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آموزان پسر دوره دوم</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">متوسطه</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> مشغول به تحصیل</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">در </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مدارس</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">دولتی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">شهر اردبیل در سال</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">تحصیلی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">1400 تشکیل داد. از این جامعه،</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نمونه &shy;ای به حجم</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">170 نفر به روش نمونه&shy;گیری در دسترس</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">انتخاب و به پرسش</span></span></span>‌<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نامه&shy;‌های &shy; </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">اعتیاد به تلفن همراه، استعداد کسالت، هیجان&shy; پذیری</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">منفی و خودنظارتی </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">پاسخ دادند. به منظور تجزیه و تحلیل داده‌ها از<i> </i></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مدل&shy;سازی معادلات ساختاری استفاده شد.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><span b="" nazanin="" style="font-family:">یافته</span></span></span></b><b>‌</b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">ها: </span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نتایج نشان داد که </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">هیجان‌پذیری&shy; منفی با مقدار ضریب 38/0، استعداد کسالت با مقدار ضریب 27/0 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">به صورت مستقیم بر اعتیاد به تلفن همراه تأثیر معنادار دارند، هم</span></span></span>‌<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">چنین هیجان پذیری منفی با مقدار ضریب 20/0 و استعداد کسالت با مقدار ضریب 12/0 با میانجی‌گری </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">خودنظارتی</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> به صورت غیرمستقیم بر اعتیاد به تلفن همراه تأثیر معناداری دارند (</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">001/0></span></span></span>p<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">).</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><span b="" nazanin="" style="font-family:">نتیجه</span></span></span></b><b>‌</b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">گیری:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> با توجه به نتایج مطالعه حاضر</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">،</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> مداخلات مربوط به کسالت، هیجان پذیری منفی</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و خودنظارتی جهت</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">آموزش تسهیل فعالیت&shy; های ارزشمند،</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مدیریت هیجانات منفی و تمرین منظم</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> خودنظارتی پیشنهاد می&shy;گردد.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:120%"><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:120%"><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:120%"><span b="" nazanin="" style="font-family:"> اعتیاد به تلفن همراه، خودنظارتی، هیجان &shy;پذیری</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">منفی، استعداد کسالت، دانش &shy;آموزان، اردبیل</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Background and Objectives:</span></b><span style="line-height:150%"> Mobile phone dependency has become a global problem due to its high incidence, rapid growth rate, and serious adverse consequences. The aim of this study was to model the structural relationships of mobile phone addiction in male<b> </b>students based on negative excitement and boredom proneness with the mediating role of self-monitoring.</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Materials and Methods:</span></b><span style="line-height:150%"> This study was a descriptive study, and the statistical population consisted of all male high school students studying in public schools in Ardabil in the academic year 1400. From this population, a sample of </span><span style="line-height:150%"><span calibri="" light="" style="font-family:">170</span></span><span style="line-height:150%"> people were selected by convenience sampling method, and answered the questionnaires of mobile phone addiction, boredom proneness, negative excitement, and self-monitoring. In order to analyze the data, structural equation modeling was used.</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Results:</span></b><span style="line-height:150%"> The results showed that negative excitement with a coefficient value of 0.38 and boredom proneness with a coefficient value of 0.27 directly have a significant effect on mobile phone addiction. Also, negative excitement with a coefficient value of 0.20 and boredom proneness with a coefficient value of 0.12 indirectly have a significant effect on mobile phone addiction with the mediation of self-monitoring (p<0.001).</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Conclusion:</span></b><span style="line-height:150%"> According to the results of the present study, interventions related to boredom, negative excitement, and self-monitoring are recommended for training to facilitate valuable activities, manage negative emotions, and regularly practice self-monitoring.</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Key words:</span></b><span style="line-height:150%"> Mobile phone addiction, Self-monitoring, Negative excitement, Boredom proneness, Students, Ardabil</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span dir="RTL" lang="AR-SA" style="font-size:2.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Funding:</span></b><span style="line-height:150%"> This study was funded by University of Mohaghegh Ardabili.</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Conflict of interest: </span></b><span style="line-height:150%">None declared.</span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">Ethical approval: </span></b><span style="line-height:150%">The Ethics Committee of Ardabili University of Medical Sciences approved the study (IR.UMA.REC.1400.045).</span><span lang="FA" dir="RTL" style="line-height:150%"></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%">How to cite this article: </span></b><span style="font-size:9.0pt"><span style="line-height:150%">Basharpoor Sajjad, Ahmadi Shirin, Heidari Fazeleh. The Pattern of Structural Relationships of Mobile Phone Addiction in Male Students Based on Negative Excitement and Boredom Proneness with the Mediating Role of Self-Monitoring: A Descriptive Study.<b> </b><i>J Rafsanjan</i></span></span><span style="font-size:9.0pt"><span style="line-height:150%"> <i>Univ Med Sci</i> 2022; 21 (05): 497-514. [Farsi]</span></span><b><span style="font-size:9.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br> &nbsp; اعتیاد به تلفن همراه, خودنظارتی, هیجان­ پذیری منفی, استعداد کسالت, دانش­ آموزان, اردبیل Mobile phone addiction, Self-monitoring, Negative excitement, Boredom proneness, Students, Ardabil 497 514 http://journal.rums.ac.ir/browse.php?a_code=A-10-5705-1&slc_lang=fa&sid=1 Sajjad Basharpoor سجاد بشرپور basharpoor_sajjad@uma.ac.ir 6900319475328460050684 6900319475328460050684 Yes Mohaghegh Ardabili محقق اردبیلی Shirin Ahmadi شیرین احمدی ahmadishirin@uma.ac.ir 6900319475328460050685 6900319475328460050685 No Mohaghegh Ardabili محقق اردبیلی Fazeleh Heidari فاضله حیدری heidari_fazeleh@yahoo.com 6900319475328460050686 6900319475328460050686 No Mohaghegh Ardabili محقق اردبیلی