fa رابطه بین خودتنظیمی هیجانی و اعتیاد به بازی‌های آنلاین با نقش میانجی احساس تنهایی در کودکان مقطع ابتدایی. تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">هدف</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">: هدف از پژوهش حاضر بررسی نقش میانجی احساس تنهایی در ارتباط بین خودتنظیمی هیجانی با اعتیاد به بازی&shy;های آنلاین در دانش&shy;آموزان بود. </span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">روش</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">: جامعه آماری پژوهش حاضر شامل دانش&shy;آموزان ابتدایی دوره دوم شهر قزوین در سال تحصیلی 1401-1402 بود که از بین آن&shy;ها 218 نفر به شیوه نمونه گیری&nbsp; در دسترس انتخاب شدند. ابزار اندازه‌گیری شامل پرسشنامه خودتنظیمی هیجانی </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">لارسن و پریزمایک (2004) </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">، پرسشنامه احساس تنهایی راسل و همکاران (1980) و پرسشنامه اعتیاد به بازی&shy;های آنلاین </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black">وانگ و</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black">چانگ (2002)</span></span></span> <span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">بود. برای تحلیل مدل علی از تحلیل مسیر استفاده شد.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">یافته&shy;ها</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">: &nbsp;نتایج نشان&shy;گر برازش کامل مدل با داده‌ها بود. همچنین نتایج تأثیر مستقیم و معناداری را بین خودتنظیمی هیجانی (01/0</span></span></span></span><span dir="LTR" lang="EN-GB" style="font-size:10.0pt"><span style="font-family:IRMitra"><span style="color:black"><span style="letter-spacing:-.2pt">p<</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt"> و 39/0-=</span></span></span></span><span dir="LTR" lang="EN-GB" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">) و احساس تنهایی (01/0</span></span></span></span><span dir="LTR" lang="EN-GB" style="font-size:10.0pt"><span style="font-family:IRMitra"><span style="color:black"><span style="letter-spacing:-.2pt">p<</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt"> و 57/0=</span></span></span></span><span dir="LTR" lang="EN-GB" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">&beta;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">) با اعتیاد به بازی&shy;های آنلاین نشان داد. همچنین تحلیل نقش میانجی نشان داد که احساس تنهایی در ارتباط بین خودتنظیمی هیجانی با اعتیاد به بازی&shy;های آنلاین میانجی دارند. </span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">نتیجه&shy;گیری</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:black"><span style="letter-spacing:-.2pt">: در تدوین مداخله&shy;های روان&shy;شناختی جهت کنترل و درمان اعتیاد به بازی&shy;های آنلاین در دانش&shy;آموزان، باید به نقش خودتنظیمی هیجانی و احساس تنهایی توجه ویژه مبذول شود.</span></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Introduction</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">: </span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">The purpose of this research was to investigate the mediating role of loneliness in the relationship between emotional self-regulation and online games addiction in students.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Research Method</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">:</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">the present study statistic population included the second grade elementary students of Qazvin city</span></span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt"> In 2022-2023</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">, and 218 of them were selected through available sampling.</span></span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">The measurement instruments included the emotional self-regulation questionnaire of Larsen and Prizmike (2004), the loneliness questionnaire of Russell et al. (1980) and the online game addiction questionnaire of Wang and Chang (2002).</span></span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">Path analysis was used to analyze the</span></span></span></span><span lang="EN-GB" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt"> casual </span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">model and the results showed a perfect fit of the model with the data.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Results</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">:</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt"> the results showed a direct and significant effect between emotional self-regulation (p<0.01 and &beta;=0.39) and loneliness (p<0.01 and &beta;=0.57) with online games addiction.</span></span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">Also, the analysis of the mediator&#39;s role showed that the feeling of loneliness plays mediator role in the relationship between emotional self-regulation and online games addiction.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Discussion</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">:</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt"> In formulating psychological interventions to control and treat online games addiction in students, special attention should be paid to the role of emotional self-regulation and loneliness.</span></span></span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span lang="EN-GB" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">Keywords</span></span></span></span></b><span lang="EN-GB" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">:</span></span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">emotional self-regulation</span></span></span></span><span lang="EN-GB" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">, loneliness feeling, </span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt">online game addiction, students </span></span></span></span><span lang="EN-GB" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span><br> &nbsp; احساس تنهایی, خودتنظیمی هیجانی, اعتیاد به بازی‌های آنلاین, دانش‌آموزان. emotional self-regulation, loneliness feeling, online game addiction, students 66 80 http://jeche.ir/browse.php?a_code=A-10-120-1&slc_lang=fa&sid=1 alireza kakavand علیرضا کاکاوند ar.kakavand@soc.ikiu.ac.ir 10031947532846002758 10031947532846002758 No Imam Khomeini International University دانشگاه بین المللی امام خمینی (ره) Nazanin mousavi نازنین موسوی nazaninmousavi1991@gmail.com 10031947532846002759 10031947532846002759 Yes Imam Khomeini International University دانشگاه بین المللی امام خمینی (ره) Farhad shirmohammadi فرهاد شیرمحمدی shirmohamady1990@gmail.com 10031947532846002760 10031947532846002760 No Imam Khomeini International University دانشگاه بین المللی امام خمینی (ره) fateme hejri فاطمه هجری fh7113@yahoo.com 10031947532846002761 10031947532846002761 No Imam Khomeini International University دانشگاه بین المللی امام خمینی (ره) razieh haji sharifi راضیه حاجی شریفی raziyeh.hajisharifi@gmail.com 10031947532846002762 10031947532846002762 No Imam Khomeini International University دانشگاه بین المللی امام خمینی (ره) hamed qasemi madani حامد قاسمی مدانی tahlil.amary@gmail.com 10031947532846002763 10031947532846002763 No University of Applied Sciences & Technology دانشگاه علمی و کاربردی الموت شرقی