انتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222The requirements of education in virtual space in order to improve children’s well-beingبایسته‌های تربیت در فضای مجازی در جهت ارتقاء بهزیستی کودکان92823347110.22083/cssms.2025.536977.1063FAمرضیهعالیاستادیار فلسفه تعلیم و تربیت دانشگاه تهران: ایران0000-0003-0811-2966محمدباقری دادوکلاییدانشجو دکتری فلسفه تعلیم و تربیت دانشگاه تربیت مدرس تهران0000-0002-3333-9284Journal Article20250725Introduction: In recent decades, the rapid expansion of digital media and virtual spaces has emerged as a major determinant of contemporary human lifestyles, particularly among children. From an early age, children are increasingly exposed to digital technologies, and substantial aspects of their learning processes, play, social interactions, and even emotional development occur within digital environments. Despite the educational and cultural opportunities afforded by these media, excessive, unbalanced, or unsupervised use may result in a range of adverse physical, psychological, and social outcomes. Consequently, examining the relationship between children’s engagement with virtual spaces and their digital well-being, as well as clarifying the educational roles of parents and teachers in addressing this phenomenon, has become both a scientific priority and a social necessity.<br>Methodology: This study employed a systematic review methodology. A total of 22 relevant studies addressing “children’s well-being in virtual spaces,” “educational implications of digital media,” and “parental and teacher strategies for managing children’s online engagement” were retrieved from international academic databases, including Google Scholar and ScienceDirect. Following a screening process based on predefined inclusion and exclusion criteria-namely recency of publication, focus on childhood, and inclusion of both genders-19 articles were selected for final analysis. Data were coded using qualitative content analysis, and reliability was established through Cohen’s Kappa coefficient (κ = 0.77), indicating a high level of inter-coder agreement.<br>Findings: The systematic review indicated that the factors influencing children’s digital well-being can be categorized into external and internal dimensions.<br>• External factors: These factors include the nature and quality of media content, the duration of screen time, the supervisory and participatory roles of parents and teachers, the family’s level of educational attainment and media literacy, and the child’s cultural and peer environment. The findings demonstrate that increased parental and teacher involvement in children’s digital activities, combined with balanced regulation of screen time, significantly reduces psychological and behavioral risks.<br>• Internal factors: These encompass individual characteristics such as self-control, self-regulation, cognitive and emotional development, and perceptions of body image. Children who exhibit higher levels of emotional regulation, self-awareness, and cognitive understanding tend to demonstrate greater resilience to the negative effects of virtual environments.<br>Overall, the findings suggest that balanced and guided use of digital media can generate positive outcomes, including the development of cognitive skills, improved technological literacy, enhanced social communication, and the promotion of self-directed learning. In contrast, excessive or unsupervised media use is associated with negative consequences such as depression, anxiety, sleep disturbances, obesity, low self-esteem, and increased aggression.<br>Conclusion: Virtual space constitutes an inevitable dimension of children’s lives-one that cannot be avoided, yet should not be accepted uncritically. This study demonstrates that maintaining children’s digital well-being depends on the integration of media education, digital literacy, and the quality of children’s real-life experiences. Children raised in safe, emotionally supportive, and culturally enriched environments are more likely to display balanced and conscious behaviors in virtual spaces.<br>Accordingly, the most effective strategy is not restrictive prohibition, but rather informed and active engagement by parents and teachers, which includes: • Transforming passive supervision into active participation within digital environments; • Teaching media literacy and critical thinking skills; • Strengthening real-life relationships and psychological well-being at home and school; • Regulating screen time and ensuring access to age-appropriate media content.<br>Ultimately, children’s digital well-being can be realized when policymakers, educational systems, and families adopt a comprehensive and preventive approach that facilitates the safe, purposeful, and developmentally appropriate use of the virtual world for future generations.این مطالعه باهدف دستیابی به شیوه‌های تربیتی مواجهه والدین و معلمان از منظر بهزیستی کودکان در زمینۀ استفاده بهینه از فضای مجازی انجام شده است. روش پژوهش در این مطالعه از نوع مرور نظام‌مند با استفاده از روش پریزما است که در مردادماه سال 1403 با مرور مقالات انگلیسی در پایگاه‌های ساینس دایرکت، گوگل اسکالر، با کلیدواژه‌های بهزیستی کودکان در فضای مجازی، آثار رسانه‌های دیجیتال بر زندگی کودکان، سلامت عاطفی هیجانی کودکان در فضای مجازی و پیامدهای فضای مجازی برای کودکان و درنهایت راهکارهای مواجهه و رفتار با کودکان در فضای مجازی انجام شده است. با توجه به معیارهای ورود و خروج 19 مقالۀ مرتبط وارد پژوهش شد. بر اساس یافته‌ها می‌توان چنین نتیجه‌گیری نمود که حفظ بهزیستی کودکان در فضای مجازی درگرو توجه به عوامل بهزیستی کودکان در فضای واقعی آن‌ها است. والدین رشد یافته که به کودکان توجه دارند، محیط فرهنگی غنی، فضاهای مجازی که ازنظر محتوا غنی هستند و رعایت استاندارهای سلامت جسمی و روحی در سبک زندگی کودکان مانند زمان درگیری در فضای مجازی، سواد رسانه و عزت‌نفس بالا و احساس رضایت از زندگی واقعی مهم‌ترین عوامل مؤثر در کاهش آثار مخرب فضای مجازی است.https://cssms.ricac.ac.ir/article_233471_8829dd2fa87e8f1c850c20048b571dbb.pdfانتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222Cognitive predictors of the Fake News Detection Ability: A systematic Review Studyپیش‌بین‌های شناختی توانایی تشخیص اخبار جعلی: یک مطالعه مروری نظام‌مند295523676910.22083/cssms.2025.514903.1050FAبیتاشلانیپژوهشگر پسادکتری، گروه توانبخشی و روانشناسی شناختی، پژوهشکده علوم شناختی و مغز، دانشگاه شهیدبهشتی، تهران، ایران.0000-0003-0193-9864سعیدصادقیاستادیار روانشناسی شناختی، گروه توانبخشی و روانشناسی شناختی، پژوهشکده علوم شناختی و مغز، دانشگاه شهیدبهشتی، تهران، ایران. رایانامه: sae_sadeghi@sbu.ac.ir0000-0002-2922-6412حمیدرضاپوراعتماداستاد عصب روانشناسی بالینی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهیدبهشتی،، تهران، ایران.0000-0002-7613-6778Journal Article20250905Introduction: The rapid growth of digital media and social networking platforms has substantially increased the dissemination of fake news, posing serious challenges to individuals’ ability to form accurate beliefs that are essential for sound personal and social functioning. Fake news, typically presented in the format of legitimate news but lacking verifiable evidence, can mislead audiences and shape attitudes, decisions, and behaviors. While technological and informational approaches, such as fact-checking tools and media literacy programs, have been widely promoted, recent psychological research suggests that susceptibility to fake news is deeply rooted in individuals’ cognitive processes rather than in a mere lack of knowledge. Drawing on dual-process theories of cognition, which distinguish between fast, intuitive processing and slow, analytical reasoning, the present systematic review aims to synthesize empirical evidence on the cognitive predictors of fake news detection. Specifically, this review seeks to identify key cognitive abilities and thinking dispositions that influence individuals’ capacity to detect, believe in, and share fake news, thereby providing a theoretical and empirical foundation for cognitively informed media literacy interventions.<br>Method: This study adopted a qualitative systematic review methodology. Comprehensive searches were conducted across national databases (ISC, SID, and IranDoc) and international databases (PubMed, Scopus, and Web of Science) without time restrictions. Search terms included combinations of keywords related to fake news and cognition, such as fake news, misinformation, attention, memory, cognitive flexibility, thinking, critical thinking, cognitive skills, and executive functions. After removing duplicate records, two independent reviewers screened titles, abstracts, and full texts based on predefined inclusion criteria. Eligible studies were empirical research articles published in peer-reviewed journals in English or Persian that explicitly examined cognitive variables associated with fake news detection, belief, or sharing. Meta-analyses, conference papers, books, and non-English studies were excluded. Seventeen studies met the inclusion criteria. From each study, data were extracted on authorship, year of publication, sample characteristics, cognitive constructs examined, research design, instruments used, and key findings. The results were synthesized narratively and categorized according to major cognitive predictors.<br>Results: Across the 17 reviewed studies, several cognitive factors consistently emerged as significant predictors of fake news detection. The most frequently examined variables were critical thinking and analytical thinking. Eight studies reported that higher levels of critical thinking were associated with an improved ability to identify fake news, as well as a reduced likelihood of liking or sharing misleading content. Six studies identified analytical thinking as a robust negative predictor of belief in fake news and a positive predictor of accurate discrimination between real and fake news headlines. Additional cognitive predictors included thinking style and thinking dispositions, particularly actively open-minded thinking, which was associated with a greater willingness to seek evidence and consider alternative explanations. One study emphasized the role of general cognitive ability, while another identified causal illusion as a key factor, demonstrating that individuals prone to perceiving spurious causal relationships were more susceptible to fake news. Overall, the findings indicate that cognitive factors influence not only the detection of fake news but also belief formation and information-sharing behaviors.<br>Discussion: The findings of this systematic review underscore the central role of cognitive abilities and thinking dispositions in fake news detection. Consistent with dual-process models, individuals who engage in reflective and analytical reasoning are better equipped to inhibit intuitive responses that often lead to the uncritical acceptance of misinformation. Critical thinking appears to function as a cognitive safeguard, enabling individuals to evaluate sources, assess evidence, and tolerate uncertainty when confronted with ambiguous or misleading information. In contrast, reliance on intuitive processing, low engagement in actively open-minded thinking, and susceptibility to causal illusions increase vulnerability to fake news. Importantly, these cognitive factors are not fixed traits and can be strengthened through targeted educational interventions. The results suggest that media literacy programs are likely to be most effective when they go beyond technical skills and explicitly focus on enhancing critical and analytical thinking, fostering open-minded evaluation, and reducing common cognitive biases. Integrating cognitively oriented training into educational curricula from early stages may therefore play a crucial role in reducing the spread of fake news and improving the quality of individual and societal decision-making.انتشار اخبار جعلی در سال‌های اخیر به میزان زیادی افزایش یافته است و در شکل‌گیری باورهای درستی که برای عملکردهای فردی و اجتماعی ضروری هستند، تداخل ایجاد می‌کند. مطالعه حاضر یک مطالعه مروری نظام‌مند است که با هدف بررسی همبسته‌های شناختی تشخیص اخبار جعلی انجام شده است. این پژوهش از نظر ماهیت بنیادی و از لحاظ روش‌شناختی کیفی و از نوع مروری نظام‌مند است. بدین‌منظور پایگاه‌های اطلاعاتی داخلی شامل پایگاه استنادی جهان اسلام، پایگاه مرکز اطلاعات علمی جهاد دانشگاهی و پایگاه پژوهشگاه علوم و فناوری اطلاعات ایران (ایرانداک) و پایگاه‌های خارجی پاب‌مد، اسکوپوس و وب‌آف‌ساینس بدون در نظر گرفتن بازه زمانی بررسی شدند. از بین مطالعات یافت شده، 17 مطالعه با توجه به معیارهای ورود انتخاب شدند. نتایج نشان داد بیشترین عوامل شناختی همبسته با تشخیص اخبار جعلی تفکر تحلیلی و تفکر انتقادی است. نتایج همچنین نشان داد عوامل شناختی نه تنها در تشخیص بلکه در باور و انتشار اخبار جعلی نقش مهمی ایفا می‌کنند، بنابراین برای تشخیص اخبار جعلی به توانایی‌های شناختی بالایی نیاز داریم. این نتایج می‌تواند در تدوین و اثربخشی برنامه‌های آموزش سواد رسانه مورد استفاده قرار گیرد.https://cssms.ricac.ac.ir/article_236769_b3f9acd8a193975ab932669a938233c5.pdfانتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222Localization of Social Media in China: An Analysis of the Impact of Government Policies and Local Technology on the Development of Native Platforms such as WeChat and Sina Weiboبومی‌سازی رسانه‌های اجتماعی در چین: تحلیل تأثیر سیاست‌های دولتی و فناوری محلی بر توسعه پلتفرم‌های بومی مطالعه موردی: وی‌چت و سینا ویبو578623564410.22083/cssms.2025.548577.1076FAمحمدرضاحسینیدانشیار گروه علوم اجتماعی، دانشگاه آیت‌الله‌العظمی بروجردی (ره)، لرستان، ایران.0000-0002-2145-391Xمیلادنوریان رامشهدانشجوی دکتری علوم ارتباطات، دانشگاه تهران، تهران، ایران0000-0001-5956-2719Journal Article20250921Introduction: The formation and evolution of indigenous social media platforms in China represents one of the most significant case studies in digital platform governance and cyber sovereignty. This phenomenon has been primarily shaped by three interconnected factors: stringent government regulation, the deliberate cultivation of domestic technological capabilities, and strategic cultural adaptation. The Chinese experience in social media localization illustrates how a nation-state can successfully construct a protected digital ecosystem that simultaneously advances economic development objectives and reinforces political control.<br>Since the late 1990s and early 2000s, as internet penetration expanded rapidly across China, the government adopted a proactive and interventionist approach to managing the emerging digital environment. This period witnessed the emergence of early platforms such as Sina Weibo and Tencent Weibo, which were initially modeled on blogging and microblogging architectures. The strategic blocking of major Western social media platforms, including Facebook and Twitter, created a sheltered environment that enabled domestic platforms to grow without direct competition from established global actors. This policy, embedded within the broader “Great Firewall” infrastructure, was justified on the grounds of national security, cultural protection, and the maintenance of social stability.<br>Two platforms have emerged as dominant forces within China’s social media ecosystem: WeChat (developed by Tencent) and Sina Weibo. WeChat has evolved into a comprehensive “super app” that integrates instant messaging, mobile payments via WeChat Pay, e-commerce, social networking, and a wide range of auxiliary services within a single platform. Sina Weibo has established itself as the leading microblogging service, combining features similar to Twitter with expanded multimedia functions and strong engagement from celebrities, influencers, and commercial brands. Both platforms have achieved massive user adoption, with WeChat exceeding 1.2 billion monthly active users and Sina Weibo maintaining more than 590 million monthly active users according to recent reports.<br>Method: This study adopts a descriptive-analytical methodology with a strategic orientation and is structured as a strategic report intended for policymakers and academic researchers. The research process was conducted in four distinct phases. First, a comprehensive literature review was undertaken, encompassing theories of cyber sovereignty, Chinese digital policy frameworks, and platform and media studies. This phase served to identify existing knowledge gaps and to establish the study’s conceptual framework.<br>Second, purposive case selection was applied to identify WeChat and Sina Weibo as the focal platforms, based on several criteria: functional diversity, large-scale user bases exceeding 500 million monthly active users, centrality to everyday digital life in China, and representation of distinct localization strategies. Data were collected from a range of sources, including peer-reviewed academic publications, official corporate reports, international statistical databases, and comparative analyses involving global platforms such as WhatsApp, Twitter, and Facebook.<br>Third, data analysis employed the SWOT framework (Strengths, Weaknesses, Opportunities, and Threats) to systematically assess each platform. This analytical approach facilitated a structured evaluation of internal capabilities and external environmental conditions shaping platform development and long-term sustainability. Finally, a comparative synthesis was conducted to identify shared patterns, distinctive features, and broader implications of China’s social media localization model.<br>Key Findings: The findings indicate that WeChat has successfully positioned itself as an indispensable super app with near-universal penetration in China. Its principal strengths include extensive service integration across communication, finance, commerce, and lifestyle domains; exceptionally high user engagement, with users opening the application more than ten times per day on average; and deep integration within China’s mobile payment infrastructure, where WeChat Pay accounts for approximately 40 percent of the market. Nevertheless, the platform exhibits notable weaknesses, including limited end-to-end encryption relative to Western counterparts, strong dependence on the domestic market that increases exposure to policy fluctuations, and persistent privacy concerns linked to regulatory oversight requirements.<br>Sina Weibo has consolidated its dominance in the microblogging sector through enhanced multimedia affordances, including posts of up to 2,000 characters-far exceeding Twitter’s 280-character limit-and the capacity to share up to nine images or videos simultaneously. The platform benefits from robust celebrity and brand participation, generating powerful network effects. However, it also faces significant challenges, such as stringent content moderation practices with limited transparency, substantial constraints on political expression, linguistic and cultural barriers to international expansion, and monetization difficulties for non-Chinese content creators.<br>Both platforms exhibit several shared strengths, including strong domestic network effects reinforced by the exclusion of foreign competitors, effective cultural adaptation to local social norms and user preferences, state-supported infrastructural protection that confers competitive advantages, and advanced technological capabilities leveraging artificial intelligence and big data analytics. Common weaknesses include extensive content censorship that constrains freedom of expression, limited global appeal beyond Chinese-speaking audiences, and heavy reliance on the domestic market, resulting in geographical concentration risks.<br>Discussion and Implications: China’s localization model demonstrates that the combination of strict cyber sovereignty enforcement, proactive exclusion of foreign platforms, sustained investment in domestic technological development, deep integration with everyday services-particularly finance and e-commerce-and systematic cultural customization can yield social media platforms that outperform global competitors within a tightly regulated national context. This model constitutes a distinctive alternative paradigm of digital platform governance that challenges dominant Western assumptions regarding internet openness and platform evolution.<br>The Chinese experience offers important insights for other countries seeking to develop indigenous digital platforms while preserving sovereign control over their digital infrastructures. At the same time, it raises critical questions concerning the trade-offs between innovation, user privacy, freedom of expression, and state authority in the digital age. The trajectories of WeChat and Sina Weibo illustrate that technological sophistication and large-scale market success can coexist with extensive content regulation and government oversight, rendering China a complex and consequential case in the global political economy of digital platforms.شکل‌گیری رسانه‌های اجتماعی بومی در چین به‌طور عمده تحت تأثیر سیاست‌های دولتی، توسعه فنّاوری محلی و تغییرات فرهنگی قرار دارد. از اواخر دهه 1990 و اوایل دهه 2000، با گسترش اینترنت در چین، پلتفرم‌های بومی مانند سینا ویبو و وی‌چت ظهور کردند. با مسدود شدن شبکه‌های اجتماعی خارجی مثل فیس‌بوک و توئیتر، این پلتفرم‌های بومی توانستند به‌سرعت رشد کنند و به نیازهای خاص کاربران چینی پاسخ دهند. نمونه‌هایی مانند وی‌چت و ویبو که به ترتیب در زمینه‌های پیام‌رسانی و میکروبلاگینگ برجسته شده‌اند، نشان‌دهنده موفقیت بومی‌سازی در چین هستند. دولت چین، با اعمال سیاست‌های سختگیرانه درزمینة امنیت سایبری و مدیریت فضای مجازی، تلاش می‌کند تا از نفوذ خارجی و تهدیدات سایبری جلوگیری کند. این سیاست‌ها شامل نظارت بر زیرساخت‌های کلیدی و حفظ حریم خصوصی شهروندان است و به توسعه فناوری‌های داخلی با استفاده از فنّاوری‌های پیشرفته نظیر هوش مصنوعی کمک می‌کند. این پژوهش تلاش می‌کند روند حرکت چین به سمت بومی‌سازی رسانه‌های اجتماعی را با همه نقاط قوت، نقاط ضعف، چالش‌ها و فرصت‌ها تحلیل کند و برای این هدف دو پلتفرم رسانه اجتماعی چینی با کاربری‌های متفاوت یعنی وی‌چت و سینا ویبو را بررسی کند. نتایج این پژوهش نشان می‌دهند، رسانه‌های اجتماعی بومی در چین با تطبیق دادن پلتفرم‌ها و محتوا بافرهنگ و قوانین محلی، به یکی از ابزارهای اصلی در زندگی دیجیتال چینی‌ها تبدیل شده‌اند. این روند همچنین چالش‌هایی نظیر نگرانی‌های امنیتی و حریم خصوصی را به همراه داشته است. در کل، چین با بهره‌گیری از بومی‌سازی و سیاست‌های سختگیرانه، به دنبال حفظ استقلال و امنیت فضای سایبری خود است.https://cssms.ricac.ac.ir/article_235644_b6179342dc0cb7be2ed2319562a46116.pdfانتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222Comparison of academic dishonesty, homework value, and academic avoidance in three educational methods (face-to-face, virtual in a happy context, and blended) in students with the moderating role of genderمقایسه بی‌صداقتی تحصیلی، ارزش تکلیف و تحصیل گریزی در سه روش آموزشی (حضوری، مجازی در بستر شاد و ترکیبی) در دانش‌آموزان با نقش تعدیل‌گری جنسیت8710623564310.22083/cssms.2025.541098.1070FAجعفربهادری خسروشاهیاستادیار روانشناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران0000-0002-9448-934Xزهراتاج احمدکارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران0009-0003-1288-8449Journal Article20250813Introducion: Academic life is one of the most important periods in an individual’s life, as it shapes effective and successful learning, fosters the development of talents and abilities, and contributes to scientific progress. However, in everyday academic life-particularly under conditions of virtual education-students encounter various challenges, obstacles, and specific pressures for multiple reasons. These pressures include poor academic performance, elevated stress levels, threats to self-confidence, and decreased motivation, which may sometimes lead to academic dishonesty and academic avoidance (truancy), with potentially different consequences for male and female students. Therefore, based on these theoretical foundations and the inconsistent findings reported in previous studies, the present study aimed to compare academic dishonesty, task value, and academic avoidance across three instructional methods (in-person, blended, and virtual instruction on the SHAD platform), while examining the moderating role of gender.<br>Methods: The statistical population consisted of all male and female fifth-grade elementary school students in Ilkhchi city during the 2024–2025 academic year. From this population, 90 students were selected using cluster sampling. First, six schools under the Ilkhchi Department of Education-three boys’ schools and three girls’ schools-were randomly selected. Then, one fifth-grade class was randomly chosen from each school, resulting in a total of six classes (three boys’ classes and three girls’ classes). Two classes (one boys’ class and one girls’ class) received only in-person instruction, two classes received only virtual instruction via the SHAD platform, and the remaining two classes received blended instruction. Accordingly, the sample included 45 female students and 45 male students; 30 students received in-person instruction, 30 received virtual instruction, and 30 received blended instruction. The inclusion criteria were enrollment in the fifth grade and willingness to participate in the study. The exclusion criterion was incomplete or inaccurate completion of the questionnaires.<br>Results: The findings indicate that the mean levels of academic dishonesty and academic avoidance are higher among boys than girls, whereas the mean level of task value is higher among girls than boys. In addition, in the virtual instruction method on the SHAD platform, the mean levels of academic dishonesty and academic avoidance are higher than those observed in the in-person and blended methods. Conversely, in the in-person instructional method, the mean level of task value is higher than in the SHAD virtual platform and blended methods. To examine differences in academic dishonesty, task value, and academic avoidance across the three instructional methods (in-person, blended, and virtual on the SHAD platform), multivariate analysis of variance (MANOVA) was conducted. The results revealed a significant difference among the three instructional groups with respect to academic dishonesty, task value, and academic avoidance. Specifically, the mean level of academic dishonesty among students receiving virtual instruction on the SHAD platform was higher than that of students in the in-person and blended instructional methods. Moreover, students in the blended method exhibited higher mean academic dishonesty than those in the in-person method (P ≤ 0.01). Furthermore, the mean task value among students receiving in-person instruction was higher than that of students educated through the SHAD virtual platform and the blended method. Similarly, the mean level of academic avoidance among students in the SHAD virtual platform was higher than that of students in the in-person and blended instructional methods (P ≤ 0.01). The interaction effect of gender and instructional method on academic dishonesty was statistically significant, indicating that gender plays a moderating role in the relationship between instructional method and academic dishonesty. Descriptive results showed that male students exhibited higher mean levels of academic dishonesty than female students in the SHAD virtual instruction method. Additionally, the interaction effect of gender and instructional method on task value was significant, suggesting that gender also moderates the relationship between instructional method and task value.<br>Discussion: The aim of the present study was to compare academic dishonesty, task value, and academic avoidance across three instructional methods (in-person, blended, and virtual instruction on the SHAD platform), with gender considered as a moderating variable. The findings suggest that by carefully examining these variables and their reciprocal effects on students’ academic outcomes across different instructional approaches-and by taking into account the moderating role of gender-it may be possible to reduce academic dishonesty and academic avoidance while enhancing task value among students in various educational contexts. Like most research in the behavioral sciences, the present study has certain limitations, including reliance on self-report measures such as questionnaires. Future studies could employ qualitative methods, such as interviews, to enrich the findings. In addition to questionnaires, observational methods and interviews may be used to assess the study variables more comprehensively and to increase the generalizability of the results. Based on the findings of the present study, it is recommended that training programs be provided for teachers to help them identify and prevent academic dishonesty and academic avoidance. Furthermore, policymakers should pay close attention to gender differences in the causes and patterns of these variables. For instance, it may be necessary to design gender-sensitive policies aimed at preventing online cheating among male and female students.هدف پژوهش حاضر مقایسه بی‌صداقتی تحصیلی، ارزش تکلیف و تحصیل گریزی در سه روش آموزش (حضوری، ترکیبی و مجازی در بستر شاد) در دانش‌آموزان با نقش تعدیل‌گری جنسیت بود. روش پژوهش توصیفی از نوع مطالعات علی- مقایسه‌ای است. جامعۀ پژوهش را کلیه دانش‌آموزان دختر و پسر پایه پنجم ابتدایی شهر ایلخچی در سال 1404 تشکیل دادند که از بین آن‌ها به‌صورت نمونه‌گیری خوشه‌ای 90 نفر به‌عنوان نمونه انتخاب شدند. ابزارهای این پژوهش شامل پرسشنامه بی‌صداقتی تحصیلی (ADQ، ویترسپون و همکاران، 2010)، ارزش تکلیف (TVS، اکلز و ویگفیلد 1992) و تحصیل گریزی (AAS، خرمایی و صالح اردستانی 1395) بود. روش تحلیل این پژوهش، تحلیل واریانس چندمتغیره و مختلط بود یافته‌ها نشان داد که بین سه گروه آموزشی (حضوری، مجازی در بستر شاد و ترکیبی) در دانش‌آموزان در بی‌صداقتی تحصیلی، ارزش تکلیف و تحصیل گریزی تفاوت معنی‌داری وجود دارد (01/0≥P). همچنین نتایج نشان داد که اثر تعاملی جنسیت و روش‌های آموزشی بر بی‌صداقتی تحصیلی، ارزش تکلیف و تحصیل گریزی معنادار است و جنسیت نقش تعدیلی بین روش‌های آموزشی بر بی‌صداقتی تحصیلی، ارزش تکلیف و تحصیل گریزی را دارد (05/0≥P)؛ بنابراین پیشنهاد می‌شود برای مقابله با بی‌صداقتی تحصیلی و تحصیل‌گریزی، نیاز به یک رویکرد جامع و چندجانبه است که عوامل جنسیتی، محیط آموزشی و نیازهای فردی دانش‌آموزان را در نظر بگیرد.https://cssms.ricac.ac.ir/article_235643_b4efdfd8a05fdcbc60692d95a5833609.pdfانتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222Explaining the relationship between meaning of life and cyberspace addiction: Testing the mediating role of self-esteemتبیین رابطه معنای زندگی و اعتیاد به فضای مجازی: آزمون نقش واسطه‌گری عزت‌نفس10713323660510.22083/cssms.2025.540936.1069FAمحمد رضاخدابخشاستادیارگروه روانشناسی، واحد نیشابور، دانشگاه ازاد اسلامی، نیشابور، ایران.0000-0003-3724-2196علیرضاحوردانشجوی کارشناسی ارشد روانشناسی، موسسه آموزش عالی حکمت رضوی، مشهد، ایران.Journal Article20250812Introduction: The proliferation of social media platforms has transformed the landscape of human interaction, offering unprecedented opportunities for communication, identity expression, and information exchange. However, the same platforms-engineered for instant gratification, algorithmic personalization, and social validation-have also given rise to compulsive usage patterns, often culminating in behavioral addiction. Social media addiction (SMA) is increasingly recognized as a psychological concern, particularly among youth and university students, manifesting in symptoms such as preoccupation, withdrawal, and impaired functioning. In parallel, existential psychology underscores the importance of “meaning in life” (MIL) as a foundational element of psychological well-being. Individuals who perceive their lives as meaningful tend to demonstrate greater emotional resilience, purpose-driven behavior, and reduced susceptibility to maladaptive coping strategies. Despite its theoretical relevance, MIL has received limited empirical attention in the context of SMA. Moreover, self-esteem-a person’s subjective evaluation of self-worth-may serve as a psychological buffer, mediating the relationship between existential fulfillment and addictive behaviors. This study aims to bridge these gaps by examining the direct and indirect effects of MIL on SMA, with self-esteem as a mediating variable. The research is situated within the Iranian cultural context, contributing to localized mental health strategies and culturally sensitive interventions.<br>Methods: This study employed a quantitative, cross-sectional design to explore the hypothesized relationships among MIL, self-esteem, and SMA. A total of 214 participants (aged 18–40) were recruited through convenience sampling from social media users in Iran. Inclusion criteria required active engagement with social media platforms and fluency in Persian. Participants completed three standardized instruments: the Meaning in Life Questionnaire (MLQ), which assesses the presence of and search for meaning; the Rosenberg Self-Esteem Scale (RSES), a widely validated measure of global self-worth; and the Social Media Addiction Scale (SMAS), which evaluates compulsive and problematic social media use. Data analysis was conducted using SPSS software, incorporating Pearson correlation coefficients to assess bivariate relationships, multiple regression analysis to test predictive pathways, and mediation modeling based on Baron and Kenny’s approach. Additionally, structural equation modeling (SEM) was employed to validate the proposed model and assess its fit using indices such as RMSEA and CFI.<br>Results: Descriptive statistics indicated moderate levels of social media use and self-esteem across the sample, with a wide distribution in perceived meaning in life. Correlational analysis revealed a significant negative relationship between MIL and SMA (r = –0.42, p < 0.01), suggesting that individuals with higher existential fulfillment reported lower levels of social media addiction. Similarly, self-esteem was negatively correlated with SMA (r = –0.38, p < 0.01), indicating that higher self-worth is associated with reduced compulsive social media engagement. Regression analysis confirmed that MIL significantly predicted SMA, and that self-esteem also served as a significant predictor. Mediation analysis demonstrated that self-esteem fully mediated the relationship between MIL and SMA. In other words, MIL enhances self-esteem, which in turn reduces susceptibility to SMA. The SEM model showed strong fit indices (RMSEA = 0.05, CFI = 0.94), supporting the robustness of the proposed theoretical framework.<br>Discussion: The findings underscore the protective role of existential and self-concept variables in mitigating problematic social media use. Meaning in life emerges as a foundational psychological resource that fosters self-worth and buffers against compulsive digital engagement. The full mediation effect of self-esteem highlights its centrality in translating existential fulfillment into behavioral regulation. These results align with existential and positive psychology frameworks, which posit that individuals with a strong sense of purpose and self-worth are less likely to engage in maladaptive behaviors. From a theoretical standpoint, this study integrates existential psychology with behavioral addiction models, offering a multidimensional understanding of SMA. It moves beyond surface-level predictors such as screen time or platform type, and instead emphasizes deeper psychological constructs that shape digital behavior. Practically, the findings advocate for intervention programs that simultaneously cultivate life meaning and enhance self-esteem. Such programs may include narrative therapy, mindfulness-based interventions, and psychoeducational workshops aimed at fostering purpose, identity coherence, and self-acceptance. Importantly, the study contributes to culturally contextualized research by exploring these dynamics within an Iranian sample. Given the sociocultural nuances of digital engagement in Iran-where social media often serves as a primary outlet for self-expression and social connection-the findings hold particular relevance for mental health practitioners and educators. Future research should consider longitudinal designs to examine causal relationships, diversify sampling across regions and demographics, and explore additional mediators such as emotional regulation, social connectedness, or personality traits. In conclusion, the study provides compelling evidence that meaning in life and self-esteem are critical psychological buffers against social media addiction. By illuminating the mediating role of self-esteem, it offers a nuanced pathway for understanding and addressing compulsive digital behavior in young adults. These insights pave the way for more holistic, culturally sensitive, and psychologically grounded approaches to digital wellness.پژوهش حاضر باهدف بررسی رابطه بین معنای زندگی و اعتیاد به شبکه‌های اجتماعی، با تأکید بر نقش واسطه‌ای عزت‌نفس انجام شده است. در عصر دیجیتال، استفاده افراطی از رسانه‌های اجتماعی به یکی از چالش‌های روان‌شناختی رایج، به‌ویژه در میان جوانان تبدیل شده است. در این میان، سازه‌های بنیادین روان‌شناختی مانند معنای زندگی و عزت‌نفس می‌توانند نقش محافظتی مهمی در برابر رفتارهای اعتیادی ایفا کنند. معنای زندگی به تجربه ذهنی فرد از هدفمندی، انسجام و ارزشمندی زندگی اشاره دارد و عزت‌نفس نیز ارزیابی ذهنی فرد از ارزشمندی خود را در برمی‌گیرد. مطالعه حاضر با روش کمی و طرح مقطعی بر روی ۲۱۴ کاربر شبکه‌های اجتماعی در بازه سنی ۱۸ تا ۴۰ سال انجام شد. ابزارهای پژوهش شامل پرسشنامه معنای زندگی، مقیاس عزت‌نفس روزنبرگ و مقیاس اعتیاد به رسانه‌های اجتماعی بود. داده‌ها با استفاده از آزمون‌های آماری همبستگی پیرسون، رگرسیون چندگانه، مدل میانجی‌گری بارون و کنی و مدل‌سازی معادلات ساختاری تحلیل شدند. نتایج نشان داد که معنای زندگی با اعتیاد به شبکه‌های اجتماعی رابطه منفی و معناداری دارد و عزت‌نفس نیز با اعتیاد رابطه منفی دارد. تحلیل میانجی‌گری نشان داد که عزت‌نفس به‌طور کامل رابطه بین معنای زندگی و اعتیاد را میانجی‌گری می‌کند. این یافته‌ها بر اهمیت تقویت معنا و عزت‌نفس در پیشگیری از اعتیاد به شبکه‌های اجتماعی تأکید دارند و می‌توانند مبنایی برای طراحی مداخلات روان‌شناختی مؤثر در بافت فرهنگی ایران فراهم آورند.https://cssms.ricac.ac.ir/article_236605_8e306e02e15494491f0fa79a00d7f18e.pdfانتشارات پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات فضای مجازی و رسانه‌های اجتماعی3060-74342420251222Requirements for creating a sustainable ecosystem In the field of cyberspace policy evaluationالزامات ایجاد زیست‌بوم پایدار در حوزه ارزیابی خط‌مشی فضای مجازی13516523564510.22083/cssms.2025.559307.1086FAسمیهبکشلودانشجوی دکتری فرهنگ و ارتباطات، گروه معارف اسلامی و فرهنگ و ارتباطات، دانشکده معارف اسلامی و فرهنگ و ارتباطات دانشگاه امام صادق(ع)0009-0001-0679-0969سیدرضیآقاسیدیدانشجوی دکتری تخصصی مدیریت دولتی، گروه مدیریت دولتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی،تهران، ایران.Journal Article20251112Introduction: With the expansion of the Internet and the emergence of profound changes in interpersonal communication, social interactions and systems, as well as transformations in public governance, cyberspace has been introduced to policymakers as a new domain of governance. Due to the distinctive characteristics of cyberspace, the stages of the policy-making cycle in this context have been confronted with new approaches. The present study aims to identify the requirements for establishing a sustainable ecosystem for evaluating cyberspace policy in the Islamic Republic of Iran and emphasizes the necessity of effective governance in this complex domain.<br>Methods: This research is exploratory in nature and was conducted using a qualitative approach and a content analysis method. Data were collected through in-depth, semi-structured interviews with 11 experts in the field of cyberspace policymaking.<br>Results: Analysis of the findings indicates that the cyberspace policy evaluation ecosystem in Iran is unstable and faces numerous challenges. Within the policy-making cycle, and based on theoretical frameworks of multi-stakeholder governance and cyber resilience, transformation requirements are identified at three pivotal levels: the institutional level, the technological level, and the conceptual and participatory level. At the institutional level, the establishment of a cross-sectoral evaluation body is proposed to enable monitoring, resolve role conflicts, and integrate policies. At the technological level, emphasis is placed on the development of indigenous infrastructure and technologies to enhance cyber resilience. At the conceptual and participatory level, the redefinition of indigenous evaluation indicators that simultaneously encompass cybersecurity, economic considerations, and socio-cultural values, along with the design of mechanisms for active stakeholder participation, is proposed and examined.<br>Discussion: The discussion concludes that the instability of the ecosystem stems from intertwined governance, institutional, and resilience-related deficiencies. Therefore, a holistic and integrated reform strategy is essential. This research offers a roadmap for policymakers to develop an evidence-based, agile, and legitimate evaluation system, which is crucial for effective digital governance within Iran’s complex socio-technical context.با گسترش شبکه اینترنت و ایجاد تغییرات جدی در شیوه ارتباط بین انسان‌ها با یکدیگر، تغییر در تعاملات و نظام‌های اجتماعی و همچنین تحول در عرصه حکمرانی عمومی، فضای مجازی به‌عنوان عرصه‌ای جدید حکمرانی، پیش روی خط مشی‌گذاران قرار گرفته است. به دلیل ویژگی‌های خاص فضای مجازی، مراحل چرخه‌ی خط‌مشی‌گذاری در این بستر با رویکردهای تازه‌ای مواجه شده‌اند. پژوهش حاضر، با هدف شناسایی الزامات راه‌اندازی زیست‌بوم پایدار در حوزه ارزیابی خط‌مشی فضای مجازی جمهوری اسلامی ایران و با تأکید بر ضرورت حکمرانی مؤثر در این عرصه پیچیده، صورت گرفته است. این تحقیق اکتشافی بوده و با رویکرد کیفی و روش تحلیل مضمون انجام شده است. داده‌ها از طریق مصاحبه‌های عمیق و نیمه‌ساختاریافته با 11 خبره حوزه خط‌مشی‌گذاری فضای مجازی جمع‌آوری شده‌اند . تحلیل یافته‌ها نشان می‌دهد که زیست‌بوم ارزیابی خط‌مشی در ایران، ناپایدار است و با چالش‌های متعددی روبه‌رو است. در چرخه خط‌مشی‌گذاری، بر اساس چارچوب‌های نظری (حکمرانی چند ذی‌نفعی و تاب‌آوری سایبری)، الزامات تحول در سه سطح محوری پیشنهاد شده است: سطح نهادی، سطح فناورانه و سطحِ مفهوم و مشارکت. در سطح فناورانه پیشنهاد شده است که یک سازمان فرابخشی ارزیابی، برای نظارت، رفع تعارض نقش‌ها و یکپارچه‌سازی سیاست‌ها در نظر گرفته شود. در سطح فناورانه بر توسعه زیرساخت‌ها و فناوری‌های بومی برای تقویت تاب‌آوری سایبری تأکیدِ شده است و در سطح مفهوم و مشارکت، بازتعریف شاخص‌های ارزیابی بومی که هم‌زمان امنیت سایبری، اقتصاد و ارزش‌های اجتماعی-فرهنگی را پوشش دهد و همچنین طراحی سازوکارهای مشارکت فعال ذی‌نفعان، پیشنهاد شده و مورد بررسی قرار گرفته است. https://cssms.ricac.ac.ir/article_235645_9ef15a2bc7047bec9c2a5454f059ede8.pdf