شناسایی ابعاد و مؤلفه‌های خودکنترلی دانش‌آموزان در محیط‌های آنلاین با استفاده از روش داده‌بنیاد

مریم  رئوفی; مریم اسلام پناه; فرانک  موسوی; زهره  سبزیان پور

Authors

Maryam Raoufi PhD Candidate, Department of Educational Management,Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0009-0009-2011-6100
Maryam Eslampanah Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran https://orcid.org/0000-0001-5219-8969
Faranak Mosavi Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0003-3552-8991
Zohreh Sabzianpour Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0002-0150-0168

Keywords:

Self-control, cyberspace, digital agency, data-based theory, students

Abstract

This study aimed to identify the dimensions and components of students’ self-control in online environments and to develop a conceptual model based on grounded theory. This applied qualitative study was conducted using the systematic grounded theory approach of Strauss and Corbin. Participants included experts and specialists in educational sciences, university faculty members, and researchers with relevant expertise in cyberspace and related educational issues. Participants were selected through purposive and theoretical sampling, and recruitment continued until theoretical saturation was achieved. Data were collected through semi-structured interviews. After obtaining informed consent, the interviews were recorded, transcribed verbatim, and analyzed concurrently with data collection. Data analysis was conducted through open, axial, and selective coding. MAXQDA 2024 was used to manage, organize, and analyze the qualitative data. The findings indicated that digital self-control is a dynamic and multidimensional phenomenon. The causal conditions consisted of four categories: identity and self-knowledge, personal motivation and beliefs, mental and emotional health, and personal self-monitoring and self-control. Contextual conditions included social policies and frameworks, person–environment dynamics, and trust, relationships, and security. The intervening conditions comprised ethical skills and values, digital pressures and risks, and attention and concentration management. The principal strategies were digital participation and collaboration, learning and personal skills, and conscious decision-making and choice. The final consequences were categorized as media literacy and empowerment, and management of time and digital behavior. The results suggest that students’ self-control in online environments emerges from the interaction of cognitive, emotional, motivational, ethical, familial, educational, and social factors. Accordingly, strengthening digital self-control requires a shift from predominantly external restriction toward internal empowerment, participatory supervision, improved media literacy, attention management, and conscious decision-making.

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