Volume 15 - Articles-1404                   MEJDS (2025) 15: 5 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aminiizadeh R, Manzari H, Manzari A, Bahreinizadeh A. Structural Equation Modeling of Academic Well-being Based on Cyberspace Addiction and Parenting Styles, With the Mediating Role of Academic Resilience in Kerman City, Iran High School Students. MEJDS 2025; 15 (0) :5-5
URL: http://jdisabilstud.org/article-1-3515-en.html
Structural Equation Modeling of Academic Well-being Based on Cyberspace Addiction and Parenting Styles, With the Mediating Role of Academic Resilience in Kerman City, Iran High School Students
Rooholamin Aminiizadeh1 , Hamdollah Manzari *2 , Alireza Manzari2 , Anahita Bahreinizadeh3
1- PhD Student, Department of Educational Sciences and Psychology, Faculty of Literature and Humanities, Shahid Haj Qasem Soleimani Branch, Islamic Azad University, Kerman, Iran
2- Associate Professor, Department of Educational Sciences and Psychology, Faculty of Literature and Humanities, Shahid Haj Qasem Soleimani Branch, Islamic Azad University, Kerman, Iran
3- Assistant Professor, Department of Educational Sciences and Psychology, Faculty of Literature and Humanities, Shahid Haj Qasem Soleimani Branch, Islamic Azad University, Kerman, Iran
Abstract:   (158 Views)

Abstract
Background & Objectives: Academic well–being, as one of the most important aspects of students' quality of life, plays a key role in academic success, learning motivation, and positive interaction with the educational environment. Several factors can affect academic well–being, among the most important of which are cyberspace addiction and parenting styles. On the other hand, parenting styles play a decisive role in forming students' attitudes towards learning and feeling safe in the educational environment. Supportive and inclusive parents usually have higher levels of academic well–being in their children. In addition, academic resilience as a mediating factor can reduce the adverse effects of cyberspace addiction and increase students' coping capacity against educational challenges. Academic resilience includes managing stress, solving problems, and maintaining motivation in difficult situations. Considering the importance of this issue, the present study was conducted to model the structural equations of academic well–being based on cyberspace addiction and parenting styles with the mediation of academic resilience in secondary school students.
Methods: The current research is descriptive of the correlational type based on the structural equation modeling method. The statistical population includes all 8150 female students of the first secondary school in Kerman City, Iran, in the academic year of 2022–2023. Of whom, 565 were selected as a sample using a multi–stage cluster sampling method. The inclusion criteria included female students of the first secondary school, studying in Kerman, being interested in collaborating in the research, and lacking any physical or mental illness (based on the information in the student's academic records). After selecting the sample group, questionnaires were distributed among the students in accordance with the ethical principles of research as follows: informed consent of the subjects to participate in the research, explanation of how to answer the questions and the necessity of honest cooperation, good behavior and confidentiality of information, withdrawal from the research if unwilling to cooperate, and avoidance of data distortion and data fabrication. The necessary permits were obtained from the university of study and the Department of Education of Kerman City to conduct this research. After the participants had familiarized themselves with the research objectives, were assured of the confidentiality of personal information, and had expressed their consent, the subjects entered the research. Tools for gathering data were the Internet Addiction Test (Widyanto & McMurran, 2004), the Academic Resilience Scale (Cassidy, 2016), the Academic Well–being Questionnaire (Tominin–Swini et al., 2012), and the Parenting Style Questionnaire (Robinson et al., 2001). Data were analyzed at a significance level 0.05 using structural equation modeling in SPSS version 25 and AMOS version 24 software.
Results: There were significant relationships between cyberspace addiction and academic resilience (p<0.001, β=–0.38), between parenting style and academic resilience (p<0.001, β=0.05), between cyberspace addiction and academic well–being (p=0.016, β=–0.19), between parenting style and academic well–being (p<0.001, β=0.22), between academic resilience and academic well–being (p<0.001, β=0.70). In addition, academic resilience mediated the relationship between cyberspace addiction and academic well–being (p<0.001, β=–0.154). Also, academic resilience mediated the relationships between authoritative parenting style (p<0.001, β=0.207), authoritarian parenting style (p<0.001, β=–0.234), and permissive parenting style (p<0.001, β=–0.148) with academic well–being. The goodness–of–fit indices (χ2/df=3.16, GFI=0.938, IFI=0.957, CFI=0.957, RMSEA=0.062) indicated a good fit for the model.
Conclusion: The findings of this study emphasized that strengthening academic resilience through promoting appropriate parenting styles and managing cyberspace addiction can pave the way for more sustainable academic well–being in students and improve the quality of their educational experiences.


Keywords: Academic well–being, Cyberspace addiction, Parenting styles, Academic resilience, Secondary high school
Full-Text [PDF 620 kb]   (81 Downloads)    
Type of Study: Original Research Article | Subject: Psychology
References
1. Stecker T. Well–being in an academic environment. Med Educ. 2004;38(5):465–78. [DOI]
2. Tontodimamma A, del Gobbo E, Corbo M, Aquino A. How to improve academic well5–being: an analysis of the leveraging factors based on the Italian case. Qual Quant. 2024;58(2):1425–45. [DOI]
3. Zivari Rahman M, Salehi K, Khodaei E, Moghadam Zadeh A, Hakimzadeh R. Explaining the role of environmental factors on the scholastic aptitude of ninth–grade students. Iranian Journal of Learning and Memory. 2024;6(24):15–27. [Persian] [DOI]
4. Sohrabi Z, Taherzadeh Gahfaroki S, Hatampour E, Mirogeshlag F, Mohammadpour M. The effect of corona anxiety on academic well–being with respect to the mediating role of academic hope in students. Journal of Research in Educational Systems. 2022;15(55):165–77. [Persian] [Article]
5. Raiesi Sarmichi R, Nastiezaie N. The effect of teacher violence on academic avoidanc, academic optimism and academic vitality of students. Journal of Research in Educational Systems. 2022;16(57):21–36. [Persian] [Article]
6. Zivari Rahman M, Ghanbari S. Studying the level of familiarity of high school students and teachers in Alborz province with soft war and non–operational defense against it and their empowerment methods. Quarterly Journal of Interdisciplinary Studies on Strategic Knowledge. 2021;11(43):247–78. [Persian] [Article]
7. Zivari Rahman M, Salehi K, Khodaie E, Moghadamzadeh A, Hakimzadeh R. Pathology of scholastic aptitude search in Iran (systematic review of literature in the last three decades). Educational Measurement and Evaluation Studies. 2022;12(39):103–40. [Persian] [Article]
8. AlHeneidi HH, Smith AP. Exploring the influence of information overload, internet addiction, and social network addiction, on students' well–being and academic outcomes. In: Longo L, Leva MC, editors. Human mental workload: models and applications. Cham: Springer International Publishing; 2021. pp: 116–35. [DOI]
9. Bulut GC, Gokce S. Problematic social media use, digital gaming addiction and excessive screen time among Turkish adolescents during remote schooling: implications on mental and academic well–being. Marmara Med J. 2023;36(1):24–33. [DOI]
10. Moghadams S, Rahmanm Z, Lesani, M. Sports and mental health and happiness in high school students in Kerman. Journal of Health Psychology. 2011;1(3):61–80. [Persian]
11. Çankaya İH, Tan Ç. Effect of cyber bullying on the distrust levels of preservice teachers: considering internet addiction as a mediating Variable. Procedia Computer Science. 2011;3:1353–60. [DOI]
12. Traore B, Aguilo Y, Hassoune S, Nani S. Determinants of internet addiction among medical students in Casablanca: a cross–sectional study. Global Health Journal. 2023;7(2):101–9. [DOI]
13. Baniassadi T, Javanmard Z, Zivari–Rahman M, Shokouhi–Moqhaddam S, Adhami M. Investigating the relationship between personality traits and self–control and nicotine dependence symptoms in male prisoners in Kerman, Iran. Addict Health. 2015;7(1–2):82–6.
14. Yang Y, Ma Y, Zhou R, Ji T, Hou C. Internet gaming addiction among children and adolescents with non–suicidal self–Injury: a network perspective. Journal of Affective Disorders Reports. 2023;14:100609. [DOI]
15. Sahin C, Korkmaz Ö, Usta E. The correlation between interaction–audience anxieties and internet addiction levels of adults. Procedia – Social and Behavioral Sciences. 2011;28:151–5. [DOI]
16. Bahri N, Sadeghmoghadam L, Khodadost L, Mohammadzade J, Banafsheh E. Internet addiction status and its relation with student's general health at Gonabad Medical University. Modern Care Journal. 2011;8(3):166–73. [Persian]
17. Shengyao Y, Salarzadeh Jenatabadi H, Mengshi Y, Minqin C, Xuefen L, Mustafa Z. Academic resilience, self–efficacy, and motivation: the role of parenting style. Sci Rep. 2024;14(1):5571. [DOI]
18. Ghanbari S, Zivari Rahman M, Shokohi Moghadam S. The impact of Islamic revolution course on promotion of study familiarity with soft war (case study at Kerman University). 2012;2(5):49–66. [Persian] [Article]
19. Yaffe Y. Systematic review of the differences between mothers and fathers in parenting styles and practices. Curr Psychol. 2023;42(19):16011–24. [DOI]
20. Tan WY, Chen JN, Lu SH, Liu CQ, Luo Q, Ma Y, et al. Psychometric evaluation of the Chinese version of the academic resilience scale–30 (C–ARS–30) in college students. Front Psychol. 2024;15:1276618. [DOI]
21. Shengyao Y, Salarzadeh Jenatabadi H, Mengshi Y, Minqin C, Xuefen L, Mustafa Z. Academic resilience, self–efficacy, and motivation: the role of parenting style. Sci Rep. 2024;14(1):5571. [DOI]
22. Lin W, Liu J, Xiang S, Cai J, Xu J, Lian R. The relationship between a positive parenting style and Chinese adolescents' academic grit: a parallel mediating model. Curr Psychol. 2024;43(1):272–80. [DOI]
23. Hooman H. Multivariate data analysis in behavioral research. Tehran: Peyk Farhang; 2006. [Persian]
24. Widyanto L, McMurran M. The psychometric properties of the Internet Addiction Test. Cyberpsychol Behav. 2004;7(4):443–50. [DOI]
25. Mottaghi S, Safaie S. Psychometric properties of Internet Abusive Use Questionnaire. Journal of Research in Psychological Health. 2017;11(2):92–102. [Persian] [DOI]
26. Cassidy S. The Academic Resilience Scale (ARS–30): a new multidimensional construct measure. Front Psychol. 2016;7:1787. [DOI]
27. Sodani M, Ghasemi Jobaneh R. Validity and reliability of the Academic Resilience Scale in undergraduate students of Ahvaz universities. Journal of Medical Education and Development. 2020;15(2):107–15. [DOI]
28. Tuominen–Soini H, Salmela–Aro K, Niemivirta M. Achievement goal orientations and academic well–being across the transition to upper secondary education. Learning and Individual Differences. 2012;22(3):290–305. [DOI]
29. Moradi M, Soleimani Kheshab AA, Shahabzadeh S, Sabaghian H. Testing for the factor structure and measurement of internal consistency of the Irani Version of Academic Well–Being Questionnaire. Quarterly of Educational Measurement. 2016;7(26):123–48. [Persian] [DOI]
30. Robinson CC, Mandleco B, Olsen SF, Hart CH. The Parenting Styles and Dimensions Questionnaire (PSDQ). In: Handbook of family measurement techniques: Vol 3. Thousand Oaks, CA, US: Sage Publications, Inc; 2001. pp:319–21.
31. Alizadeh H, Applequist KF, Coolidge FL. Parental self–confidence, parenting styles, and corporal punishment in families of ADHD children in Iran. Child Abuse Negl. 2007;31(5):567–72. [DOI]
32. Kline RB. Principles and practice of structural equation modeling. 4th ed. New York London: The Guilford Press; 2021.
33. Griffiths M. A "components" model of addiction within a biopsychosocial framework. Journal of Substance Use. 2005;10(4):191–7. [DOI]
34. Sorkhabi N, Mandara J. Are the effects of Baumrind's parenting styles culturally specific or culturally equivalent? In: Authoritative parenting: synthesizing nurturance and discipline for optimal child development. Washington, DC, US: American Psychological Association; 2013. pp: 113–35. [DOI]
35. Aktaş Terzioğlu M, Büber A. Alexithymia, internet addiction, and cyber-victimisation among high school students in Turkey: an exploratory study. Behaviour & Information Technology. 2024;(2024):1–12. [DOI]
36. Choi Y, Sung J. Do key predictors of academic resilience differ across cultures? evidence from Korea and the US. Youth & Society. 2024;56(7):1237–62. [DOI]
37. Zivari–Rahman M, Ghanbari S, Shokouhi–Moghadam S. Psychometric properties of the youth pornography addiction screening tool. Addict Health. 2021;13(4):207–20. [DOI]
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb