Document Type : Original Article
Authors
1 Assistant Professor, Department of Management, Faculty of Social Sciences, Islamic Azad University, Zanjan, Iran.
2 Assistant Professor, Department of Social Sciences Education, Faculty of Humanities and Social Sciences, Farhangian University, Tehran (Zanjan Shahid Beheshti Campus), Iran
3 PhD student in Sociology, Department of Sociology, Faculty of Social Sciences, University of Tabriz, Tabriz, Iran
Abstract
Purpose: Cyberspace dependence is recognized as a form of harm in virtual communication and one of the critical factors influencing knowledge construction in everyday life. This study aims to investigate the factors contributing to students’ dependence on cyberspace, with an emphasis on cognitive and individual factors as well as social-behavioral mediators.
Methodology: The research is applied in purpose and descriptive-survey in method. The statistical population comprised first secondary school students in Zanjan city during the 2022–2023 academic year (N = 20,951). Using Cochran’s formula, the minimum sample size was estimated at 384, while 1,487 students ultimately completed the online questionnaire. The instrument’s reliability and validity were verified through Cronbach’s alpha and factor analysis. Data analysis was performed using descriptive and inferential statistics in SPSS and AMOS software.
Findings: The results indicate that contextual factors (including educational, communicational, and peer needs, as well as sociability and virtual knowledge) along with mediating variables (such as secrecy, depression, family relationship disorder, lifestyle, and isolation) play a decisive role in shaping students’ cyberspace dependence. Both direct (β = 0.42) and indirect (β = 0.63) effects were observed. The proposed model was validated with R² = 0.664 (p < 0.001).
Conclusion: Different needs of students (except for educational needs), and awareness of virtual space both directly and through mediating factors have an effect on the dependency of virtual space.
Value: The study highlights cyberspace dependence as a significant challenge in the domain of personal knowledge production, shaped by contextual factors and socio-behavioral mediators, thereby underscoring the need for targeted interventions in educational and social contexts.
Keywords
Main Subjects
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