تدوین و آزمون مدل اشتراک گذاری اطلاعات در رسانه های اجتماعی براساس نیازهای بنیادین روان شناختی با نقش واسطه ای ارتباط اجتماعی و خودکارآمدی رایانه (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مقدمه: پژوهش حاضر با هدف تدوین و آزمون مدل اشتراک گذاری اطلاعات در رسانه های اجتماعی براساس نیازهای بنیادین روان شناختی با نقش واسطه ای ارتباط اجتماعی و خودکارآمدی رایانه در معلمان دوره ابتدایی انجام شد.روش شناسی: این پژوهش ازلحاظ هدف کاربردی و ازلحاظ اجرا و شیوه گردآوری داده ها توصیفی از نوع همبستگی است. جامعه آماری شامل تمامی معلمان دوره ابتدایی شهرستان اسلام آباد غرب در سال تحصیلی 1402-1401 به تعداد 468 نفر بود که 215 نفر به صورت نمونه در دسترس انتخاب شدند. جهت گردآوری داده ها از پرسشنامه های استاندارد اشتراک گذاری اطلاعات وو، چانگ و هسیو، نیازهای بنیادین روان شناختی رایان و دسی، ارتباطات اجتماعی زبوف و خودکارآمدی رایانه کارستین و راث استفاده شد.یافته ها: یافته های پژوهش نشان داد مدل مفهومی اشتراک گذاری اطلاعات براساس نیازهای بنیادین روان شناختی با نقش واسطه ای ارتباط اجتماعی و خودکارآمدی رایانه با مدل تجربی برازش است و نیازهای بنیادین روان شناختی بر اشتراک گذاری اطلاعات اثر مستقیم دارد؛ نیازهای بنیادین روان شناختی بر ارتباط اجتماعی اثر مستقیم دارد؛ نیازهای بنیادین روان شناختی بر خودکارآمدی رایانه اثر مستقیم دارد؛ خودکارآمدی رایانه بر اشتراک گذاری اطلاعات اثر مستقیم دارد و ارتباط اجتماعی بر اشتراک گذاری اطلاعات اثر منفی و معنی داری دارد.نتیجه گیری: نیازهای بنیادین روان شناختی معلمان رابطه معنی داری با اشتراک گذاری اطلاعات دارد؛ بنابراین پیشنهاد می شود آموزش وپرورش به عنوان متولی امر آموزش، درزمینه نیازهای بنیادین روان شناختی و اشتراک گذاری اطلاعات معلمان با الهام از نتایج این پژوهش و پژوهش های همسو با برگزاری کنفرانس ها، کلاس های سمعی و بصری، آموزش رسانه ای و مانند آن به خواسته ها و نیازهای معلمان توجه بیشتر نموده و آن ها را از این نیازهای بنیادین آگاه نمایند.Compilation and Testing of Information Sharing Model in Social Media based on the Level of Basic Psychological Needs with the Mediating Role of Computer Self-Efficacy and Social Connection
Introduction: What is crucial for educational institutions today is the provision of platforms that facilitate the creation, exchange, and enhancement of information in the virtual space. In this context, schools, as producers and disseminators of information, and teachers, as educational leaders, require structures that effectively support them in creating and sharing information according to their needs, relationships, skills, and capabilities. Information sharing is a vital component of human information behavior and can be defined as an act that makes information accessible to other members of the community who may need it. Numerous studies have examined various factors influencing information sharing. Building upon these studies, this research seeks to develop and test a model of information sharing on social media, grounded in fundamental psychological needs, with the mediating roles of social interaction and computer self-efficacy among elementary school teachers.Methodology: This applied research employs a correlational survey design. The statistical population for the study consisted of all elementary school teachers in the Islamabad Gharb district during the academic year 2022-2023, totaling 468 individuals. From this population, 215 teachers were selected as an accessible sample. Data collection was carried out using standard questionnaires, including the Information Sharing questionnaire by Wu, Chang, and Hsiu (2014), the Basic Psychological Needs questionnaire by Ryan and Deci (2000), the Social Interaction questionnaire by Zebov (2010), and the Computer Self-Efficacy questionnaire by Karsten and Roth (1998). The reliability coefficients for the questionnaires were reported as follows: Information Sharing (0.86), Basic Psychological Needs (0.79), Social Interaction (0.87), and Computer Self-Efficacy (0.82). Data analysis was performed using both SPSS and PLS software, with both descriptive and inferential statistical techniques applied.Findings: The research findings, based on data analysis in the descriptive section, indicated that the mean and standard deviation for the basic psychological need variable were 101.43 and 15.21, respectively. The mean and standard deviation for the computer self-efficacy variable were 44.07 and 8.07, respectively. The mean and standard deviation for the information-sharing variable were 74.35 and 20.90, respectively, while the mean and standard deviation for the social interaction variable were 38.54 and 5.49, respectively. The inferential results of the research demonstrated that all path coefficients between variables were significant at the 95% confidence level, indicating that the conceptual model of information sharing—based on basic psychological needs with the mediating roles of social interaction and computer self-efficacy—aligns well with the empirical data. The results, categorized by research hypotheses, revealed the following: 1) The effect of basic psychological needs on information sharing was positively significant at the 99% confidence level (p = 0.001, β = 0.487); 2) The effect of basic psychological needs on social interaction was positively significant at the 99% confidence level (p = 0.001, β = 0.416); 3) The effect of basic psychological needs on computer self-efficacy was positively significant at the 99% confidence level (p = 0.001, β = 0.206); 4) The effect of social interaction on information sharing was significant at the 95% confidence level (p = 0.009, β = 0.172); 5) The effect of computer self-efficacy on information sharing was positively significant at the 95% confidence level (p = 0.037, β = 0.132). The findings showed that the indirect effect of basic psychological needs on information sharing, mediated by social interaction, was significant at the 95% confidence level (p = 0.018, β = 0.072). However, the indirect effect of basic psychological needs on information sharing, mediated by computer self-efficacy, was not significant at the 95% confidence level (p = 0.104, β = 0.027).Discussion & Conclusion: This study provides a valuable framework for educators, academics, and specialists, offering an overview of current research and the role of social media in studies related to information sharing. The use of social media for information sharing is a relatively new yet significant area of study. Consequently, the findings of this research can serve as a reference for other researchers actively working in this field. Overall, this study enhances our understanding of the relationship between basic psychological needs and information sharing on social media, while highlighting the critical roles of social interaction and computer self-efficacy in this context. Educational authorities can leverage these insights to maximize the potential of social media for information sharing and related factors, ultimately promoting the professional growth of teachers and improving the training of educators. However, this study faced several limitations that should be considered in future research and the application of its results: 1) Cross-sectional data: The study used cross-sectional data, which restricts the ability to draw causal inferences between basic psychological needs, social interaction, computer self-efficacy, and information sharing. Future research employing longitudinal designs can provide deeper insights into these relationships over time; 2) Self-reporting tools: Data were collected using self-reporting questionnaires, which may be prone to social desirability bias, as participants might provide socially acceptable responses. This could potentially affect the accuracy of the findings; 3) Sampling bias: The study's focus on teachers in accessible public elementary schools may have introduced selection bias, limiting the generalizability of the findings to the broader population of teachers. Addressing these limitations in future studies will provide a more comprehensive understanding of the dynamics of information sharing on social media and its relationship with psychological and social factors. Despite these limitations, this study provides valuable insights into the variables influencing information sharing on social media, particularly in the context of teachers' professional development. Future research should address these limitations to build a more comprehensive understanding of the factors at play and further enhance the applicability of the findings.
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