نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترای روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران.
2 دانشیار گروه روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Introduction: The aim of the research was to evaluate the effectiveness of media psychological literacy training on the cognitive-emotional flexibility of adolescents.
Method: The current research employed a semi-experimental design utilizing a two-group pre-test-post-test framework. The statistical population consisted of middle school students in Birjand during the academic year 2023-2024. A total of 60 students (30 girls and 30 boys) were randomly assigned to two groups: an experimental group and a control group, with 30 participants in each group. The experimental group, comprising 15 girls and 15 boys, received training over a period of 8 weeks, with one 90-minute session each week. This training utilized an educational package on psychological literacy in media and virtual spaces, developed by the researcher. The research instruments included questionnaires assessing psychological literacy in media and virtual spaces (created by the researcher), the Iranian version of cognitive flexibility by Dennis, Vanderwal, and Jillon (2010), as introduced by Kokhandani and Abolmaali al-Hosseini (2013), and the cognitive regulation of emotion scale (Garnefski and Karaij, 2006, as introduced by Basharat, 2015). Data analysis was conducted using SPSS version 23.
Results: Teaching psychological literacy in media and virtual spaces significantly impacts students' cognitive flexibility and emotional regulation (P < 0.01).
Discussion and conclusion: Considering the role of psychological literacy in media and virtual spaces in enhancing cognitive flexibility and emotional regulation among teenagers, we propose the strategy of teaching media literacy through this educational package as an effective method for improving psychosocial indicators and preventing harm from media and virtual environments.
Extended Abstract
Introduction
Today, various forms of media play a crucial role in shaping how we live, think, and feel. They significantly influence the cognitive, emotional, social, and behavioral development of children, aspects that have often been overlooked. Media literacy has become an essential skill in navigating the complexities of our modern world. To protect our children from the potential harms of an increasingly mediated environment, we must adopt a proactive approach that emphasizes prevention and education. Media literacy emphasizes the importance of equipping children with the skills they need to navigate the media landscape effectively. In today's digital age, superficial knowledge is insufficient for utilizing media resources in cyberspace. As a significant demographic of media consumers, students—who are predominantly teenagers—constantly encounter challenges associated with media use and its repercussions. They are often compelled to make informed choices amidst an overwhelming influx of media messages. The theoretical and empirical background of the research indicates that the psychological literacy of media and virtual spaces has not been adequately addressed, and research on this topic has either been minimal or discussed in a very limited context. Considering the impact of media and virtual environments on psychological dimensions, this research aimed to answer the question: Does psychological literacy training in media and virtual spaces influence the media literacy and cognitive-emotional flexibility of teenagers?
Method
The current research employed a semi-experimental method, utilizing a two-group pre-test/post-test design. The statistical population consisted of middle school students in Birjand city during the 2023-2024 academic year. A total of 60 students (30 girls and 30 boys) were randomly selected and assigned to two groups: an experimental group and a control group, with 30 participants in each group. The criteria for participating in the research included the student's careful completion of the informed consent questionnaire and the initial research questionnaires. To conduct the study, 50 students from each school were invited to a briefing session after visiting the schools and coordinating with school officials. During this meeting, the purpose of the research was explained, and the students were assured that the results would remain completely confidential, emphasizing the importance of confidentiality. Then, they were asked to complete the informed consent questionnaire to participate in the research. This questionnaire served as a declaration of consent and a commitment to cooperate until the end of the study, provided they were willing to participate. In the next step, a link to the online implementation of the research questionnaires was provided to 30 students who had thoroughly completed the informed consent questionnaire. They were instructed to read the questions carefully and respond by entering the online questionnaire address. The experimental group, consisting of 15 girls and 15 boys, underwent separate training for 8 weeks, with one 90-minute session each week. This training utilized an educational package focused on psychological literacy in media and virtual spaces, developed by the researcher. In contrast, the control group did not receive any training. The research data collection tools include the Media and Cyberspace Psychological Literacy Questionnaire (developed by the researcher), the Iranian version of the Cognitive Flexibility Scale by Dennis, Vanderwaal, and Jillon (2010), as introduced by Kokhandani and Abol-Maali Al-Husseini (2013), and the Cognitive Regulation of Emotion Questionnaire (Garnefski and Kraaij, 2006), which was introduced by Basharat (2015). Data analysis was conducted using the statistical analysis software SPSS version 23.
Results
Considering the validity of the assumptions of covariance analysis in examining the effectiveness of education on research variables, the results of data analysis showed that media and cyberspace psychological literacy training has a significant effect on students' cognitive flexibility and emotional regulation (P<0.01).
Table 1- The results of the covariance analysis of the variables of media and cyberspace psychological literacy, media literacy and cognitive-emotional flexibility of the test and control groups with pre-test control
Variable dimensions of literacy
sum of squares
df
mean square
F
sig
Psychological literacy of media and virtual space
26934/12
1
26934/12
163/37
0/000
Cognitive flexibility
7658/69
1
7658/69
135/43
0/000
Cognitive regulation of emotion
7424/98
1
7424/98
107/81
0/000
The results of Table 7 show that the media and virtual space psychological literacy package training has a significant effect on the variables of media and virtual space psychological literacy, cognitive flexibility and emotional cognitive regulation of adolescents.
Table 2- The results of one-variable covariance analysis comparing research variables
according to group membership
Post-test variables
Source of changes
sum of squares
df
mean square
F
sig
Eta coefficient
Statistical power
Psychological literacy of media and virtual space
pre-Test
119.77
1
119.77
0.646
0.000
0.736
0.54
Group membership
29465.92
1
29465.92
158/91
-
-
-
error
10569.17
57
10569.17
-
-
-
-
Cognitive flexibility
pre-Test
1166.55
1
1166.55
21.095
0.000
0.776
0.6
Group membership
10922.82
1
10922.82
197/52
-
-
-
error
3152.12
57
3152.12
-
-
-
-
Cognitive regulation of emotion
pre-Test
313.97
1
313.97
6.64
0.000
0.559
0.31
Group membership
3410.88
1
3410.88
72.11
-
-
-
error
2696/102
57
47/3
-
-
The results of Table 2 also show that the average scores of the investigated variables of the experimental group compared to the control group have a significant difference (0.000) in the post-test stage. The effect of this training in the post-test stage of the experimental group was 0.736 or 54% in media literacy, 0.776 or 60% in cognitive flexibility, and 0.559 or 31% in cognitive emotion regulation.
Conclusion
Any research, particularly experimental research, is inherently subject to limitations due to its nature. The present study was no exception to this rule, with the most significant limitation being the delay experienced by students in completing the questionnaires during the post-test and follow-up stages.
In training sessions, male students exhibited weaker cooperation than female students during the implementation of educational workshops. Nevertheless, efforts were made to ensure that these limitations did not impact the results or the execution of the study.
Regarding the studies that align and do not align with current research, it can be stated that due to the novelty of the concept and educational framework surrounding psychological literacy in media and virtual spaces, there is limited background and experience concerning the effectiveness of psychological literacy education in these areas on cognitive and emotional flexibility, as well as other related components.
Psychological indicators that could be identified as consistent or inconsistent findings were not obtained. However, when discussing the effectiveness of media and cyberspace psychological literacy education on students' cognitive and emotional flexibility, it is important to note that this educational package is grounded in Indigenous and cultural theoretical foundations. It has been prepared and validated using an explanatory strategy. Consequently, it can be anticipated that this explanatory training, by enhancing the knowledge, attitudes, and insights of the audience, will elevate their level of understanding. This improvement can lead to advancements in key indicators of psychological adaptation, such as cognitive flexibility and emotional regulation. Therefore, the implementation of this educational-explanatory package has positively impacted the cognitive-emotional flexibility and media literacy of teenagers.
Considering the role of psychological literacy in media and virtual spaces in enhancing cognitive flexibility and emotional regulation among adolescents, the strategy of teaching media literacy through an educational package focused on psychological literacy is an effective method for improving psychosocial indicators and preventing the harms that media and cyberspace can pose to teenagers.
One of the most effective strategies for mitigating the harm caused by the unregulated use of media and virtual spaces is to identify users' vulnerabilities in media exploitation and to develop plans to enhance media literacy, particularly among teenagers and young adults. To achieve this, it is recommended to leverage educational resources within society, such as schools and universities, to elevate media literacy levels through the implementation of a media psychological literacy program. Additionally, strengthening users' moral values can contribute to a decrease in crimes and injuries associated with media use.
Ethical Considerations
Compliance with Ethical Guidelines: The present article is a part of the dissertation research of the specialized doctorate course with ethics identifier 1402.031IR.USB.REC. is The people examined in this research first answered the questionnaire of informed consent to participate in the study. Also, in this study, the confidentiality of the collected information was announced to the participants, emphasizing the principle of confidentiality, and after completing the research questionnaires, the subjects were randomly assigned to two experimental and control groups.
Funding: This study was conducted without financial support from any institutional institution.
Authors’ Contribution: This article is a part of the research thesis of the specialized doctorate course, which was carried out by Mr. Fereydoun Ramezani in the psychology department of the University of Sistan and Baluchistan. The research questionnaires and the content of the educational package were validated by the first author of the article and then used in this article. The implementation of the research included the implementation of the questionnaire, the implementation of educational workshops, the collection and statistical analysis of the research data, the compilation of the article and the follow-up of the acceptance and publication of the article in the journal by the first author. In this article, Dr. Bahman Kurd Tamini and Dr. Farhad Kehrazai have been mentors and Dr. Ali Arab has had an advisory role as a thesis advisor.
Conflict of Interest: In this study, no conflicts of interest have been declared by the authors.
Acknowledgments: Various people have collaborated in this study. I sincerely thank Dr. Bahman Kord Tamini and Dr. Farhad Kehrazai as supervisors and Dr. Ali Arab as advisors. Also, from the education administration of South Khorasan and Birjand provinces and the officials of the target schools, and especially from the students of the investigated schools, who attended and participated actively and regularly in the educational sessions of psychological literacy of media and cyberspace, and in completing the research questionnaires. They also cooperated well, thank you.
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