1- buin zahra university
Abstract: (15 Views)
Background & Objectives: Cyberbullying represents a critical behavioral challenge for adolescents in today's information technology landscape, potentially shaped by both familial dynamics and individual personality traits. This study investigates how emotional creativity mediates the relationship between various dimensions of family functioning and instances of cyberbullying among students. The research adopts an applied approach.
Methods: Utilizing a survey methodology, focusing on upper secondary education students enrolled in public schools across Tehran during the 2023-2024 academic year. A total of 300 participants were randomly selected through cluster sampling techniques. The instruments employed for data collection included the Family Assessment Device (FAD) developed by Epstein, Lawrence, Baldwin, and Bishop (1983), Álvarez-García et al.'s (2016) Cyber-Aggression Questionnaire for Adolescents (CYBA), and the Emotional Creativity Questionnaire created by Averill & Thomas-Knowles (1991). To analyze the interrelationships among these variables and to evaluate the proposed theoretical model, the GSCA-SEM (generalized structured component analysis structural equation modeling) approach.
Results: The findings revealed that dimensions such as emotional involvement, behavior control, problem-solving abilities, emotional support, and communication exhibited direct negative correlations with cyberbullying behaviors. Furthermore, these dimensions were found to indirectly contribute to an increase in cyberbullying through diminished levels of emotional creativity, with path coefficients recorded at -0.078, -0.077, -0.084, -0.064, and -0.072 respectively. Notably, only the dimension labeled "roles" did not substantiate the mediating effect of emotional creativity concerning cyberbullying outcomes.
Conclusion: Emotional creativity serves a pivotal mediating function within the context of family functioning and its association with student cyberbullying behaviors. Consequently, enhancing emotional creativity skills among both families and students may prove beneficial in mitigating instances of cyberbullying.
Methods: Utilizing a survey methodology, focusing on upper secondary education students enrolled in public schools across Tehran during the 2023-2024 academic year. A total of 300 participants were randomly selected through cluster sampling techniques. The instruments employed for data collection included the Family Assessment Device (FAD) developed by Epstein, Lawrence, Baldwin, and Bishop (1983), Álvarez-García et al.'s (2016) Cyber-Aggression Questionnaire for Adolescents (CYBA), and the Emotional Creativity Questionnaire created by Averill & Thomas-Knowles (1991). To analyze the interrelationships among these variables and to evaluate the proposed theoretical model, the GSCA-SEM (generalized structured component analysis structural equation modeling) approach.
Results: The findings revealed that dimensions such as emotional involvement, behavior control, problem-solving abilities, emotional support, and communication exhibited direct negative correlations with cyberbullying behaviors. Furthermore, these dimensions were found to indirectly contribute to an increase in cyberbullying through diminished levels of emotional creativity, with path coefficients recorded at -0.078, -0.077, -0.084, -0.064, and -0.072 respectively. Notably, only the dimension labeled "roles" did not substantiate the mediating effect of emotional creativity concerning cyberbullying outcomes.
Conclusion: Emotional creativity serves a pivotal mediating function within the context of family functioning and its association with student cyberbullying behaviors. Consequently, enhancing emotional creativity skills among both families and students may prove beneficial in mitigating instances of cyberbullying.
Type of Study: Original Research Article |
Subject:
Psychology
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