| چکیده انگلیسی مقاله |
Objectives: The present study aims to address the psychological motivations behind social media use, focusing on its under-explored regulatory function in the context of coping strategies and emotional regulation among teachers. This exploratory research explores the relationship between social media engagement and its impact on educators’ stress management and emotional regulation mechanisms.
Methods: To investigate this relationship, the study utilized two key instruments: The coping inventory for stressful situations and the Italian version of the difficulties in emotion regulation scale. These tools were administered to a sample of 214 Italian teachers, predominantly female (90.7%), with ages ranging from 25 to 65 years (Mean±SD 47.19±9.02 years). The study employed correlation analysis to assess the associations between social media use in addition to various coping and emotional regulation strategies.
Results: The correlation analysis revealed a nuanced relationship between the usage of certain social media platforms and a higher inclination toward a problem-oriented coping style, alongside a decreased sense of a lack of negative emotional control. Accordingly, while social media can serve as a tool for problem-oriented coping, it may also hinder the ability to disengage from negative emotional states.
Discussion: The results of this study shed light on the potential of social media as a resource and a challenge in the emotional and professional lives of teachers. By identifying specific coping strategies that are positively and negatively associated with social media use, the research points toward possible interventions that could mitigate the adverse effects of social media. This could include developing targeted support mechanisms to enhance teachers’ ability to manage stress and regulate emotions effectively, thereby optimizing their use of social media in a way that supports their psychological well-being. |
| نویسندگان مقاله |
| Amelia Rizzo
Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy.
| Kavita Batra
Department of Medical Education, Kirk Kerkorian School of Medicine, University of Nevada, Las Vegas, United States.
| Murat Yıldırım
Department of Psychology, Faculty of Sciences and Letters, Ağrı İbrahim Çeçen University, Ağrı, Turkey.
| Sefa Bulut
Department of Counseling Psychology, Counseling Center, Faculty of Educational Sciences, Ibn Haldun University, Istanbul, Turkey.
| Guendalina Tordonato
Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy.
| Virginia De Maio
Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy.
| Hicham Khabbace
Laboratory of Morocco, Department of Psychology, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez, Morocco.
| Łukasz Szarpak
Henry JN Taub Department of Emergency Medicine, Baylor College of Medicine, Houston, United States.
| Mahmood Bahramizadeh
Department of Orthotics and Prosthetics, Faculty of Rehabilitation, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| Rezvaneh Namazi Yousefi
Research Center, Deputy of Research and Technology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| Francesco Chirico
Faculty of Medicine and Surgery, School of occupational Health, Catholic University of the Sacred Heart, Rome Campus, Italy.
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