‫ﺹ ﺹ ‪405-383‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬

‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬

‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫‪Addiction to the Internet among university students‬‬
‫‪*2‬‬ ‫‪1‬‬
‫؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬ ‫ﻨﺴﻴﻤﺔ‪ ،‬ﻁﺒﺎﺱ‬
‫ﻤﺨﺒﺭ ﻭﺴﺎﺌل ﺍﻟﺘﻘﺼﻲ ﻭﺘﻘﻨﻴﺎﺕ ﺍﻟﻌﻼﺝ ﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻙ‪ ،‬ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ‪) 2‬ﺍﻟﺠﺯﺍﺌﺭ(‪.‬‬ ‫‪1‬‬

‫ﺍﻟﺒﺭﻴﺩ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﺍﻟﻤﻬﻨﻲ‪Tabbas.nassima@univ-oran2. dz :‬‬

‫ﻤﺨﺒﺭ ﺍﻟﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ‪ 2‬ﻤﺤﻤﺩ ﺒﻥ ﺍﺤﻤﺩ )ﺍﻟﺠﺯﺍﺌﺭ(‪.‬‬ ‫‪2‬‬

‫ﺍﻟﺒﺭﻴﺩﻱ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﺍﻟﻤﻬﻨﻲ‪Mellal.khadidja@univ-oran2. dz :‬‬

‫ﺘﺎﺭﻴﺦ ﺍﻟﻨﺸﺭ‬ ‫ﺘﺎﺭﻴﺦ ﺍﻟﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ ﺍﻹﻴﺩﺍﻉ‬

‫‪2021/06/01‬‬ ‫‪2021/05/17‬‬ ‫‪2021/04/29‬‬

‫ﺍﻟﻤﻠﺨﺹ‪:‬‬
‫ﻨﻅﺭﺍ ﻟﻠﺘﺯﺍﻴﺩ ﺍﻟﺴﺭﻴﻊ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﺸﺒﺎﺏ ﻟﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﺒﺭ ﺍﻟﻌﺎﻟﻡ ﻓﻘﺩ ﺘﻡ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺠﻴل ﺍﻟﺤﺎﻟﻲ‬
‫"ﺠﻴل ﺍﻻﻨﺘﺭﻨﻴﺕ"‪ ،‬ﺤﻴﺙ ﺘﺘﻨﻭﻉ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻤﺜل‪ :‬ﺍﻟﺘﻌﻠﻴﻡ ﻭ ﺍﻟﺘﻜﻭﻴﻥ‪ ،‬ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻋﺒﺭ‬
‫ﺍﻟﻌﺎﻟﻡ‪ ،‬ﺍﻟﺘﺴﻭﻕ‪ ،‬ﺍﻷﻟﻌﺎﺏ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‪ .‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﻲ ﺃﺩﺕ ﺇﻟﻰ ﻅﻬﻭﺭ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ‬
‫ﻤﺨﺘﻠﻑ ﻓﺌﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻤﺸﻜﻠﺔ ﻋﺎﻟﻤﻴﺔ ﻨﻅﺭﺍ ﻷﺜﺎﺭﻫﺎ ﺍﻟﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﻭ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺤﻴﺙ ﻴﺅﺩﻱ‬
‫ﺇﻟﻰ ﺠﻤﻠﺔ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺁﺜﺎﺭﻩ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻔﺭﺩ‪،‬‬
‫ﻟﺫﺍ ﺍﺴﺘﻬﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ‬
‫ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 200‬ﻁﺎﻟﺏ)ﺓ( ﻤﻥ ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ‪ ،2‬ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻥ ﺇﻋﺩﺍﺩ ﺃﺭﻨﻭﻁ‬
‫ﺒﺸﺭﻯ )‪ ،(2007‬ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻴﻌﺎﻨﻲ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻭﻥ ﻤﻥ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻨﺘﺭﻨﻴﺕ ﻤﺘﻭﺴﻁ‪.‬‬
‫‪ -‬ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﻌﻭﺩ ﻟﻠﻔﺭﻭﻕ ﻓﻲ ﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻻﻨﺘﺭﻨﻴﺕ ؛ ﺍﻹﺩﻤﺎﻥ ؛ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ؛ ﺍﻟﻁﻠﺒﺔ ؛ ﺍﻟﺠﺎﻤﻌﺔ‬

‫‪Abstract:‬‬
‫‪Due to the rapid increase in youth use of the Internet around the world, the current‬‬
‫‪generation has been considered the "Internet generation", where the fields of use are‬‬

‫‪ ‬ﺍﻟﻤﺅﻟﻑ ﺍﻟﻤﺭﺴل‬

‫‪383‬‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫‪varied and more options that have led to the emergence of The addiction of the Internet‬‬
‫‪which is used by various groups of society.‬‬
‫‪Internet addiction is a global problem due to its negative effects on the individual‬‬
‫‪and society, in addition to its effects on the personal, social and health life of the‬‬
‫‪individual; Therefore, the study targeted the topic "Internet addiction among university‬‬
‫‪students", where this study was conducted on a sample of 200 students from University of‬‬
‫‪Oran2. Using the Internet Addiction Scale prepared by ARNOUT B, and the following‬‬
‫‪results were reached:‬‬
‫‪-University students have an average level of Internet addiction‬‬
‫‪-There are significant differences in the level of Internet addiction according to gender‬‬
‫‪in favor of males.‬‬
‫‪Keywords: Internet ; Addiction ; Internet addiction ; students ; University‬‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﺍﺤﺘﻠﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﺭﻗﻤﻴﺔ ﻤﻜﺎﻨﹰﺎ ﺃﺴﺎﺴﻴ‪‬ﺎ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺍﻟﻴﻭﻤﻴﺔ ﻟﻠﺒﺎﻟﻐﻴﻥ ﻭﺍﻟﺸﺒﺎﺏ‪ ،‬ﻋﻠﻰ‬
‫ﺍﻟﺼﻌﻴﺩﻴﻥ ﺍﻟﻤﻬﻨﻲ ﻭﺍﻟﺸﺨﺼﻲ ﺨﻼل ﻋﻘﺩﻴﻥ ﻤﻥ ﺍﻟﺯﻤﻥ‪ ،‬ﺒﺤﻴﺙ ﺘﻐﻴﺭﺕ ﻁﺭﺍﺌﻕ ﺍﻟﺘﻔﺎﻋﻼﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻅﻬﺭﺕ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺠﺩﻴﺩﺓ ﻻﺴﻴﻤﺎ ﺒﻔﻀل ﻅﻬﻭﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ‪ ،‬ﻭﻗﺩ ﺃﺼﺒﺢ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﺃﺩﺍﺓ ﻤﺘﻜﺎﻤﻠﺔ ﻓﻲ ﻤﺠﺘﻤﻊ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺩﻴﺙ ﺤﻴﺙ ﺠﻠﺏ ﺍﺴﺘﺨﺩﺍﻤﻪ ﺍﻟﺭﺍﺤﺔ ﻟﺤﻴﺎﺘﻨﺎ‬
‫ﺍﻟﺤﺩﻴﺜﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﻓﻭﺍﺌﺩﻩ ﻋﻠﻰ ﻨﻁﺎﻕ ﻭﺍﺴﻊ‪ ،‬ﻓﻘﺩ ﺃﺼﺒﺢ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻔﺭﻁ ﻟﻪ‬
‫ﻤﺼﺩﺭﺍ ﻟﻠﻘﻠﻕ ﻭﻟﻠﺒﺤﺙ‪ ،‬ﺒﺤﻴﺙ ﺃﺼﺒﺢ ﺒﻌﺽ ﻤﺴﺘﺨﺩﻤﻲ ﺍﻹﻨﺘﺭﻨﺕ ﻤﺩﻤﻨﻴﻥ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﺒﻨﻔﺱ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺼﺒﺢ ﺒﻬﺎ ﺍﻵﺨﺭﻭﻥ ﻤﺩﻤﻨﻴﻥ ﻋﻠﻰ ﺍﻟﻤﺨﺩﺭﺍﺕ ﺃﻭ ﺍﻟﻜﺤﻭل & ‪(Wang‬‬
‫)‪ ،Bulanova. 2018‬ﻭﻴﺅﺜﺭ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻟﺸﺨﺹ ﺇﺫ ﻴﻀﺭ ﺒﺎﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)ﺍﻟﻌﺎﺌﻠﺔ‪ ،‬ﺍﻷﺼﺩﻗﺎﺀ‪ ،‬ﺯﻤﻼﺀ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﻌﻤل(‪ ،‬ﻜﻤﺎ ﻴﺴﺒﺏ ﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪،‬‬
‫ﻭﻴﺤﺭﺽ ﻋﻠﻰ ﺍﺭﺘﻜﺎﺏ ﺍﻟﺠﺭﺍﺌﻡ )‪ ،(Saliceti, 2015‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺁﺜﺎﺭﻩ ﺍﻟﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺒﺩﻨﻴﺔ‪.‬‬
‫‪ .1‬ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻴﻤﺜل ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻗﻭﺓ ﺒﺸﺭﻴﺔ ﺘﻌﻜﺱ ﻤﺴﺘﻘﺒل ﺃﻱ ﺒﻠﺩ ﻭ ﻗﺩﺭﺍﺘﻪ‪ ،‬ﻟﺫﺍ ﻴﺘﻡ ﺒﺫل ﺠﻬﻭﺩ‬
‫ﺠﺒﺎﺭﺓ ﻟﺘﻬﻴﺌﺔ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﺠل ﻀﻤﺎﻥ ﻨﺠﺎﺤﻬﻡ‪ ،‬ﻭﺘﻌﺘﺒﺭ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺃﻫﻡ‬
‫ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﻲ ﻴﻌﻴﺸﻬﺎ ﺍﻟﻔﺭﺩ ﻓﻲ ﺤﻴﺎﺘﻪ‪ ،‬ﺇﺫ ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

‫‪384‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﻭﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻨﺘﻴﺠﺔ ﻤﺎ ﺘﻘﺩﻤﻪ ﻤﻥ ﺃﻨﺸﻁﺔ ﻁﻼﺒﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺎ ﺘﺘﻴﺢ ﻟﻠﻔﺭﺩ ﻓﺭﺼﺔ‬
‫ﻟﻼﺴﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﺘﻤﻴﺯ ﻭﺍﻟﺜﺒﺎﺕ ﻭﺒﻨﺎﺀ ﺸﺨﺼﻴﺘﻪ ﺍﻟﻔﺭﻴﺩﺓ‪ ،‬ﻟﺫﺍ ﻓﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺼﺤﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬
‫ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺘﻲ ﺘﻬﺩﻑ ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻜﻐﻴﺭﻩ ﻤﻥ ﻤﺴﺘﺨﺩﻤﻲ ﺍﻻﻨﺘﺭﻨﺕ ﻴﺴﻌﻰ ﻟﺘﺤﻘﻴﻕ ﻋﺩﺓ ﺃﻫﺩﺍﻑ ﻤﻥ‬
‫ﺨﻼﻟﻬﺎ‪ ،‬ﻓﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺍﻟﻨﻘﻠﺔ ﺍﻟﻨﻭﻋﻴﺔ ﺍﻟﻬﺎﺌﻠﺔ ﺍﻟﺘﻲ ﺃﺤﺩﺜﻬﺎ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻜﻭﻨﻪ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﺍﺴﺘﺨﺩﺍﻤﺎ ﻟﻼﺘﺼﺎل ﻨﻅﺭﺍ ﻟﻤﺎ ﻴﻭﻓﺭﻩ ﻤﻥ ﺴﻬﻭﻟﺔ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻓﻲ‬
‫ﻜﺎﻓﺔ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﺍﻟﻁﻼﺏ ﻭﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻨﺠﺎﺯ ﺩﺭﺍﺴﺎﺘﻬﻡ ﻭﺇﺸﺒﺎﻉ‬
‫ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ‪ ،‬ﻨﻅﺭﺍ ﻟﻤﺎ ﻴﻤﻨﺤﻪ ﻤﻥ ﺤﺭﻴﺔ ﻓﻲ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻵﺭﺍﺀ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺎﺕ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺒﻨﺎﺀ ﻤﺠﺘﻤﻌﺎﺕ ﺍﻓﺘﺭﺍﻀﻴﺔ ﻟﻬﺎ ﻗﻴﻤﻬﺎ ﻭ ﻗﻭﺍﻨﻴﻨﻬﺎ‪ ،‬ﻭﻫﻭ ﻤﺎ ﺴﺎﻫﻡ ﻓﻲ ﺒﺭﻭﺯ ﻅﺎﻫﺭﺓ‬
‫ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ‪ ،‬ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ ﻅﻬﻭﺭ ﻤﺸﻜﻼﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﻨﻔﺴﻴﺔ‬
‫ﻭﺃﻜﺎﺩﻴﻤﻴﺔ ﻭﺼﺤﻴﺔ ﻁﺎﺭﺌﺔ ﻨﺘﻴﺠﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻘﻬﺭﻱ ﻟﻼﻨﺘﺭﻨﻴﺕ‪ ،‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﻜﺩﺭﺍﺴﺔ ﺸﺎﺭﻥ ﻭﻫﻭﺍﻨﻎ )‪ (Chern & Huang, 2018‬ﺍﻵﺜﺎﺭ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻀﺎﺭﺓ‬
‫ﻹﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﺒﺭ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﺼﺤﺔ‪ ،‬ﺃﻭﻻﹰ ﺍﻟﺼﺤﺔ ﺍﻟﺠﺴﺩﻴﺔ ﺤﻴﺙ ﺃﻥ ﺇﺩﻤﺎﻥ‬
‫ﺍﻻﻨﺘﺭﻨﻴﺕ ﻴﺭﺘﺒﻁ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺒﻌﺩﺩ ﻤﻥ ﺍﻟﻌﻨﺎﺼﺭ ﻏﻴﺭ ﺍﻟﺼﺤﻴﺔ ﻭﺃﻨﻤﺎﻁ ﺍﻟﺤﻴﺎﺓ‪،‬‬
‫ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺁﺜﺎﺭﻩ ﺍﻟﻀﺎﺭﺓ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ ﻭﺠﻭﺩ ﻤﺘﻼﺯﻤﺔ ﻨﻔﺴﻴﺔ‬
‫ﺸﺎﺌﻌﺔ ﺍﻟﺤﺩﻭﺙ‪ ،‬ﻤﺜل ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻤﻊ ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬
‫ﺍﺭﺘﺒﺎﻁﻪ ﺒﺎﻨﺨﻔﺎﺽ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻤﻊ ﺍﻟﻌﺎﺌﻠﺔ ﻭﺍﻷﺼﺩﻗﺎﺀ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﻌﻴﺸﻴﺔ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﺍﺒﺭﻴﻌﻴﻡ )‪ (2015‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‬
‫ﻭﺍﻻﻏﺘﺭﺍﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺍﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﺍﻟﻌﺯﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ‬
‫ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﺒﻭﺍﻗﻲ‪ ،‬ﻤﻊ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺘﻭﺼﻠﺕ‬
‫ﺩﺭﺍﺴﺔ ﺒﻭﺭﺤﻠﺔ )‪ (2019‬ﺤﻭل ﺍﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻟﻘﻴﻡ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺒﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻤﺴﻴﻠﺔ ﺇﻟﻰ ﺃﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﻤﺴﺘﻭﻴﺎﺘﻬﺎ ﺍﻻﺘﺼﺎﻟﻴﺔ ﺃﺼﺒﺤﺕ ﺘﺸﻜل ﻟﺩﻯ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‬

‫‪385‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﻤﺼﺩﺭ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﺨﺒﺎﺭ ﻭﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻨﻬﺎ ﺘﻭﻅﻑ‬
‫ﺒﻤﺴﺘﻭﻯ ﺍﻗل ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﻭﺘﻭﺼل ﺩﺭﺍﺴﺔ ﺩﻏﺒﻭﺝ )‪ (2017‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻨﺘﺸﺎﺭ ﺍﻟﺴﻠﻭﻜﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﻴﺔ ﻓﻲ ﺍﻟﻭﺴﻁ ﺍﻟﺠﺎﻤﻌﻲ ﺒﺠﺎﻤﻌﺔ ﺘﺒﺴﺔ‪ ،‬ﻜﻤﺎ‬
‫ﺘﻭﺼﻠﺕ ﻤﻼل ﻭﺒﻥ ﻋﻤﻭﺭ)‪ (2018‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﻜﻴﻑ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﺸﻠﻑ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻭﺼﻠﺕ ﻤﺯﻏﺭﺍﻨﻲ ﻭﺤﻤﺭﻱ‬
‫)‪ (2020‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﻭﺍﻓﻕ‬
‫ﺍﻟﺸﺨﺼﻲ ﻭﺍﻷﺴﺭﻱ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ‪ ،2‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻹﺩﻤﺎﻥ‬
‫ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺩﺭﺍﺤﻲ )‪ (2020‬ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﻗﺴﻨﻁﻴﻨﺔ‪.3‬‬
‫ﻭﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﺘﻡ ﻁﺭﺡ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪ .1‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ ؟‬
‫‪ .2‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﻌﺯﻯ ﻟﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ؟‬
‫‪ .2‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻤﻥ ﺨﻼل ﺍﻟﺘﺴﺎﺅﻻﺕ‪ ،‬ﺘﻡ ﺼﻴﺎﻏﺔ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .1‬ﻴﻭﺠﺩ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻨﺘﺭﻨﻴﺕ ﻤﺭﺘﻔﻊ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻭﻥ‪.‬‬
‫‪ .2‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﻌﺯﻯ ﻟﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‪.‬‬
‫‪ .3‬ﺃﻫﻤﻴﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﺘﻤﺜل ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﻤﺩﺭﻭﺱ‪ ،‬ﻭﻫﻭ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﺍﻨﻌﻜﺎﺴﺎﺘﻪ‬
‫ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻓﻲ ﺍﻟﻔﺌﺔ ﺍﻟﻤﺴﺘﻬﺩﻓﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻲ‬
‫ﺍﻟﺸﺒﺎﺏ ﺨﺎﺼﺔ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻜﻭﻨﻬﻡ ﻴﻌﻜﺴﻭﻥ ﻤﺴﺘﻘﺒل ﺃﻱ ﺒﻠﺩ ﻭﺼﻭﺭﺓ ﺍﺴﺘﻤﺭﺍﺭﻩ ﻭﺘﻘﺩﻤﻪ‬
‫ﻭﺘﻨﻤﻴﺘﻪ‪ ،‬ﻟﺫﺍ ﻓﺎﻥ ﺃﻱ ﺨﻁﺭ ﻴﻭﺍﺠﻪ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﺴﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﺫﻟﻙ‪,‬‬

‫‪386‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﻭﻴﻤﻜﻥ ﺤﺼﺭ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪ .1‬ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪.‬‬
‫‪ .2‬ﺘﺤﺩﻴﺩ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﺘﻌﺯﻯ ﻟﺠﻨﺱ‬
‫ﺍﻟﻁﺎﻟﺏ‪.‬‬
‫‪ .4‬ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‬
‫ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ‪ :‬ﺘﺤﻅﻰ ﺍﻟﺴﻠﻭﻜﺎﺕ ﺍﻻﺩﻤﺎﻨﻴﺔ ‪-‬ﻏﻴﺭ ﺍﻟﻤﺩﻤﻨﺔ ﻟﻠﻤﺨﺩﺭﺍﺕ‪ -‬ﺒﺎﻫﺘﻤﺎﻡ ﻤﺘﺯﺍﻴﺩ ﻤﻥ‬
‫ﺍﻷﻁﺒﺎﺀ ﺒﺴﺒﺏ ﺍﻟﻌﺩﺩ ﺍﻟﻤﺘﺯﺍﻴﺩ ﻤﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﺒﻠﻐﻭﻥ ﻋﻥ ﺃﻋﺭﺍﺽ ﺘﺘﻔﻕ ﻤﻊ ﻀﻌﻑ‬
‫ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻭﺴﻴﻊ ﺘﻌﺭﻴﻑ "ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ" ﻤﺅﺨﺭ‪‬ﺍ ﻟﻴﺸﻤل ﺃﻱ ﺴﻠﻭﻙ‬
‫ﻴﺘﻤﻴﺯ ﺒﺎﻟﺸﻌﻭﺭ ﺒﺎﻟﺘﻭﺘﺭ ﺃﻭ ﺍﻹﺜﺎﺭﺓ ﻗﺒل ﺍﻹﺠﺭﺍﺀ‪ ،‬ﺍﻹﺸﺒﺎﻉ ﻭ‪ /‬ﺃﻭ ﺍﻟﺭﺍﺤﺔ ﻓﻲ ﻭﻗﺕ ﺘﻨﻔﻴﺫ ﺍﻟﻔﻌل‪،‬‬
‫ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻤﻘﺎﻭﻤﺔ ﺍﻟﺭﻏﺒﺔ ﺃﻭ ﺍﻟﻘﻴﺎﺩﺓ ﺤﺘﻰ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﻋﻘﺒﺎﺕ ﺃﻭ ﻤﺨﺎﻁﺭ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﻋﺩﻡ‬
‫ﻤﺭﺍﻋﺎﺓ ﺍﻟﻌﻭﺍﻗﺏ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﻗﺩ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻷﺴﺭﺓ ﺃﻭ ﺍﻷﺼﺩﻗﺎﺀ ﺃﻭ ﺍﻟﻌﻤل ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﺤﻭ‪،‬‬
‫ﺘﺸﻤل ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﺍﻟﻘﻬﺭﻱ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺠﻨﺴﻲ‪ ،‬ﻭﺍﻟﻤﻘﺎﻤﺭﺓ ﺍﻟﻤﺭﻀﻴﺔ ﻭﺇﺩﻤﺎﻥ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﺍﻟﺘﻤﺎﺭﻴﻥ ﺍﻟﻤﻔﺭﻁﺔ‪ ،‬ﻭﺍﻟﺸﺭﺍﺀ ﺍﻟﻘﻬﺭﻱ‪ ،‬ﻭﻫﻭﺱ ﺍﻟﺤﺭﺍﺌﻕ‪ ،‬ﻫﺫﻩ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺘﻲ‬
‫ﻴﺸﺎﺭ ﺇﻟﻴﻬﺎ ﻏﺎﻟﺒ‪‬ﺎ ﺒﺎﺴﻡ "ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ" ﺃﻭ "ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻘﻬﺭﻴﺔ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ"‬
‫ﺘﺅﺩﻱ ﺇﻟﻰ ﺃﻓﻌﺎل ﻀﺎﺭﺓ ﺒﺎﻟﻨﻔﺱ ﺃﻭ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﺸﺘﺭﻙ ﻓﻲ ﺴﻤﺎﺕ ﻤﺸﺘﺭﻜﺔ ﻤﺜل ﺍﻹﻜﺭﺍﻩ‪،‬‬
‫ﻭﺍﻻﻨﺩﻓﺎﻉ‪ ،‬ﻭﻀﻌﻑ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﻭﺍﻟﺸﻐﻑ ﻭﺍﻟﺘﺤﻤل ﻭﺍﻻﻨﺴﺤﺎﺏ ﻭﺍﺭﺘﻔﺎﻉ ﻤﻌﺩﻻﺕ ﺍﻻﻨﺘﻜﺎﺱ‬
‫)‪.(Fattore & al, 2014‬‬
‫ﻭﻗﺩ ﺃﺼﺒﺢ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﻤﻥ ﺍﻟﻤﺸﺎﻜل ﺍﻟﺼﺤﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺯﺩﺍﺩ ﻗﻭﺓ ﻭﺍﻨﺘﺸﺎﺭ‪‬ﺍ‪،‬‬
‫ﻭﻏﺎﻟﺒ‪‬ﺎ ﻤﺎ ﺘﺭﺘﺒﻁ ﺒﻤﺠﻤﻭﻋﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﻭﺍﻟﺤﺎﻻﺕ ﺍﻟﻤﻨﻬﻜﺔ ﺒﻤﺎ ﻓﻲ ﺫﻟﻙ ﺍﻹﻋﺎﻗﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﺫ ﻴﺘﻡ ﺘﻭﺜﻴﻕ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﺒﺸﻜل ﻤﺘﺯﺍﻴﺩ ﻓﻲ ﺠﻤﻴﻊ ﺃﻨﺤﺎﺀ ﺍﻟﻌﺎﻟﻡ‪،‬‬
‫ﻓﻔﻲ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ‪-‬ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‪ -‬ﻗﺩﺭﺕ ﻤﻌﺩﻻﺕ ﺍﻨﺘﺸﺎﺭ ﻫﺫﻩ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺒﻨﺴﺒﺔ‬
‫‪ ٪2-1‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻘﺎﻤﺭﺓ ﺍﻟﻤﺭﻀﻴﺔ ﻭ ‪ ٪5‬ﻟﻠﺴﻠﻭﻙ ﺍﻟﺠﻨﺴﻲ ﺍﻟﻘﻬﺭﻱ ﻭ‪ ٪6-5‬ﻟﻠﺸﺭﺍﺀ ﺍﻟﻘﻬﺭﻱ‬

‫‪387‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫)‪ ،(Fattore & al, 2014‬ﻭﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻫﻭ ﺃﺤﺩ ﺃﺤﺩﺙ ﺃﺸﻜﺎل ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﺍﻟﺫﻱ‬
‫ﺃﺜﺎﺭ ﺍﻫﺘﻤﺎﻡ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﻓﻲ ﻫﺫﻩ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻟﻤﺎﻀﻴﺔ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ‪.‬‬
‫ﻭﻋﻥ ﻤﺎﻫﺎﺒﺘﺭﺍ ﻭﺸﺎﺭﻤﺎ )‪ (Mahapatra & Sharma, 2018‬ﻓﻘﺩ ﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻹﺩﻤﺎﻨﻲ ﻓﻲ ﻋﺎﻡ ‪ 1998‬ﻤﻥ ﻗﺒل ﻴﻭﻨﻎ )‪ (Young‬ﺍﻟﺫﻱ ﻻﺤﻅ ﺃﻥ "ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻔﺭﻁ‬
‫ﻟﻺﻨﺘﺭﻨﺕ ﻴﺅﺩﻱ ﺇﻟﻰ ﻤﺸﺎﻜل ﺸﺨﺼﻴﺔ ﻭﻋﺎﺌﻠﻴﺔ ﻭﻤﻬﻨﻴﺔ ﻜﺒﻴﺭﺓ ﻤﻤﺎﺜﻠﺔ ﻟﺘﻠﻙ ﺍﻟﻤﻭﺜﻘﺔ ﻓﻲ ﺃﻨﻭﺍﻉ‬
‫ﺍﻹﺩﻤﺎﻥ ﺍﻷﺨﺭﻯ‪ ،‬ﻤﺜل ﺍﻟﻤﻘﺎﻤﺭﺓ ﺍﻟﻤﺭﻀﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل" ﻭﻭﺼﻔﻬﺎ ﻜﺈﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﻭﻭﻓﻘﹰﺎ ﻟﻴﻭﻨﻎ ﻭ ﺒﻠﻭﻙ )‪ (Young / Block‬ﻫﻨﺎﻙ ﺃﺭﺒﻌﺔ ﻋﻨﺎﺼﺭ ﺃﺴﺎﺴﻴﺔ ﻤﻥ ﺍﺠل ﺍﻟﺘﺤﺩﺙ ﻋﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺃﻭ ﺍﻟﺘﺒﻌﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﺍﻹﺩﻤﺎﻥ‪:‬‬
‫ﺍﻟﻭﻗﺕ ﺍﻟﻤﻔﺭﻁ‪ :‬ﺍﻟﺫﻱ ﻏﺎﻟﺒ‪‬ﺎ ﻤﺎ ﻴﻜﻭﻥ ﻤﺼﺤﻭﺒ‪‬ﺎ ﺒﻀﻴﺎﻉ ﺍﻟﻭﻗﺕ ﻭﺇﻫﻤﺎل ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﺍﻻﻨﺴﺤﺎﺏ‪ :‬ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻐﻀﺏ‪ ،‬ﻭﺍﻟﺘﻭﺘﺭ‪ ،‬ﻭ‪/‬ﺃﻭ ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺍﻟﻘﻠﻕ ﻤﻥ ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻻﺘﺼﺎل‪.‬‬
‫ﺍﻟﻬﻭﺱ‪ :‬ﻤﻊ ﺍﻟﺤﺎﺠﺔ ﺍﻟﻤﺴﺘﻤﺭﺓ ﺇﻟﻰ ﺘﺤﺴﻴﻥ ﺍﻟﻤﻌﺩﺍﺕ ﻭﻗﻀﺎﺀ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﻭﻗﺕ ﻋﻠﻰ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬
‫ﺍﻟﻌﻭﺍﻗﺏ ﻭﺍﻟﺼﺭﺍﻋﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ‪ :‬ﻭﺍﻟﻌﻭﺍﻗﺏ ﺍﻟﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ‪ ،‬ﻭﺍﻟﻌﻭﺍﻗﺏ‬
‫ﻋﻠﻰ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﺎﻁﻔﻴﺔ ﻟﻌﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺘﺼﺎل )‪.(Blaya, 2015‬‬
‫ﻭﻋﻥ ﺒﻼﻴﺎ )‪ ،(Blaya, 2015‬ﻴﻀﻴﻑ ﺒﻴﺭﺩ ﻭﻭﻭﻟﻑ )‪ (Wolf/Beard‬ﺇﻟﻰ ﺫﻟﻙ ﻤﻌﻴﺎﺭ "ﺘﻌﺭﻴﺽ‬
‫ﻋﻼﻗﺔ ﻋﺎﻁﻔﻴﺔ ﺃﻭ ﻭﻅﻴﻔﺔ ﺃﻭ ﺁﻓﺎﻕ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﺨﻁﺭ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻟﻠﻬﺭﻭﺏ ﻤﻥ‬
‫ﺍﻟﺼﻌﻭﺒﺎﺕ ﺃﻭ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﺎﻁﻔﻴﺔ ﺃﻭ ﻋﻘل ﻏﻴﺭ ﻤﺴﺘﻘﺭ )ﺤﺯﻥ‪ ،‬ﻗﻠﻕ‪...،‬ﺍﻟﺦ(‪ ،‬ﻜﻤﺎ ﺃﻀﺎﻑ ﻜﻭ‬
‫ﻭﺁﺨﺭﻭﻥ )‪ (Ko et al‬ﻤﻥ ﺠﺎﻨﺒﻬﻡ ﺍﻟﺘﻐﻴﺏ ﻋﻥ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﻨﺤﺭﻑ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺃﻭ‬
‫ﺍﻟﻌﻤل ﻜﻤﻌﺎﻴﻴﺭ ﺘﺴﺎﻋﺩ ﻓﻲ ﻗﻴﺎﺱ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬
‫ﺒﻴﻨﻤﺎ ﻴﺸﻴﺭ ﺠﻜﻴﻨﺒﺎﺥ ‪) Gakhenbach 1998‬ﻨﻘﻼ ﻋﻥ ﺍﻟﻌﺼﻴﻤﻲ ‪ ،(2010‬ﺃﻥ ﺃﻱ ﺴﻠﻭﻙ‬
‫ﻴﺘﻤﻴﺯ ﺒﺎﻟﻤﺤﻜﺎﺕ ﺍﻟﺴﺘﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻩ ﺇﺩﻤﺎﻥ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﻤﺤﻜﺎﺕ ﻫﻲ‪:‬‬

‫‪388‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﺍﻟﺒﺭﻭﺯ‪ :‬ﺃﻱ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺴﻠﻭﻙ ﺴﻤﺔ ﺒﺎﺭﺯﺓ‪ ،‬ﺃﻱ ﻴﺼﺒﺢ ﻫﻭ ﺃﻫﻡ ﺃﻨﺸﻁﺔ ﺍﻟﻔﺭﺩ ﻭﺃﻜﺜﺭﻫﺎ ﻗﻴﻤﺔ‬
‫ﻟﺩﻴﻪ‪.‬‬
‫ﺘﻐﻴﻴﺭ ﺍﻟﻤﺯﺍﺝ ﻨﺘﻴﺠﺔ ﺍﻓﺘﻘﺎﺩ ﻫﺫﺍ ﺍﻟﺴﻠﻭﻙ‪.‬‬
‫ﺍﻟﺘﺤﻤل‪ :‬ﺃﻱ ﺯﻴﺎﺩﺓ ﻤﻘﺩﺍﺭ ﺍﻟﺴﻠﻭﻙ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻨﻔﺱ ﺍﻷﺜﺭ ﺍﻟﺫﻱ ﺘﻡ ﺘﺤﺼﻴﻠﻪ ﺴﺎﺒﻘﺎ ﺒﻤﻘﺩﺍﺭ‬
‫ﺃﻗل ﻤﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﻘﺼﻭﺩ‪.‬‬
‫ﺍﻷﻋﺭﺍﺽ ﺍﻻﻨﺴﺤﺎﺒﻴﺔ‬
‫ﺍﻟﺼﺭﺍﻉ‪ :‬ﺒﻴﻥ ﺸﺨﺼﻲ‪ ،‬ﺒﻴﻥ ﻨﻔﺴﻲ‪ ،‬ﺒﻴﻥ ﻫﺫﺍ ﺍﻟﺴﻠﻭﻙ ﻭﺃﻨﺸﻁﺔ ﺍﻟﺤﻴﺎﺓ ﺍﻷﺨﺭﻯ‬
‫ﺍﻻﻨﺘﻜﺎﺱ‪ :‬ﻭﻫﻭ ﺍﻟﻤﻴل ﻟﻠﻌﻭﺩﺓ ﻤﺭﺓ ﺃﺨﺭﻯ ﻟﻬﺫﺍ ﺍﻟﻨﺸﺎﻁ )ﺍﻟﻌﺼﻴﻤﻲ‪ ،2010 ،‬ﺹ‪.(28‬‬
‫ﻭﻗﺩ ﺤﻅﻲ ﻤﻔﻬﻭﻡ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﺎﻫﺘﻤﺎﻡ ﻭﺠﺩل ﻜﺒﻴﺭﻴﻥ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺇﺠﺭﺍﺀ ﻋﺩﺩ ﻜﺒﻴﺭ ﻤﻥ‬
‫ﺍﻷﺒﺤﺎﺙ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻟﻌﻘﺩﻴﻥ ﺍﻟﻤﺎﻀﻴﻴﻥ‪ ،‬ﻓﻔﻲ ﺍﻟﺩﻟﻴل ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻹﺤﺼﺎﺌﻲ‬
‫ﻟﻼﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ )‪ (DSM-V‬ﺘﻡ ﺇﺩﺭﺍﺝ ﺍﻀﻁﺭﺍﺏ ﺍﻷﻟﻌﺎﺏ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻘﻁ‪ ،‬ﻟﻜﻥ‬
‫ﺍﻷﺩﻟﺔ ﺘﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻵﺜﺎﺭ ﺍﻟﻀﺎﺭﺓ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺩﻤﺎﻨﻲ ﻟﻺﻨﺘﺭﻨﺕ ﺒﺤﺎﺠﺔ ﺇﻟﻰ‬
‫ﻤﻌﺎﻟﺠﺔ )‪ ،(Wang & Bulanova, 2018‬ﺤﻴﺙ ﻋﻘﺩﺕ ﺠﻤﻌﻴﺔ ﺍﻟﻁﺏ ﺍﻟﻨﻔﺴﻲ ﺍﻷﻤﺭﻴﻜﻲ‬
‫ﻤﺠﻤﻭﻋﺎﺕ ﻋﻤل ﻟﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﺜﻨﺎﺀ ﺘﻁﻭﻴﺭ‪ ،DSM-V‬ﺒﺤﻴﺙ ﺘﻡ ﺘﻜﻠﻴﻑ ﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﻌﻤل ﺍﻟﻤﻌﻨﻴﺔ ﺒﺎﻀﻁﺭﺍﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺨﺩﺭﺓ ﺒﺎﻟﻨﻅﺭ ﻓﻲ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﺃﻭ ﻏﻴﺭ‬
‫ﺍﻟﻤﺎﺩﻱ ﺒﻌﺩ ﻤﺭﺍﺠﻌﺔ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﺍﻹﺩﻤﺎﻥ‪ ،‬ﺒﻤﺎ ﻓﻲ ﺫﻟﻙ ﺍﻟﻤﻘﺎﻤﺭﺓ‬
‫ﻭﺍﻷﻟﻌﺎﺏ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺒﺸﻜل ﻋﺎﻡ ﻭﺍﻟﻌﻤل ﻭﺍﻟﺘﺴﻭﻕ ﻭﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﻤﺎﺭﻴﻥ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﺍﻗﺘﺭﺤﺕ ﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻤل ﺇﻋﺎﺩﺓ ﺘﻨﻅﻴﻡ ﺍﻀﻁﺭﺍﺏ ﺍﻟﻤﻘﺎﻤﺭﺓ ﻤﻊ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺘﻌﺎﻁﻲ‬
‫ﺍﻟﻤﺨﺩﺭﺍﺕ ﺒﺴﺒﺏ ﺘﺩﺍﺨﻠﻬﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺴﺒﺒﺎﺕ ﻭﺍﻟﺒﻴﻭﻟﻭﺠﻴﺎ ﻭﺍﻟﻌﻼﺝ‪ ،‬ﻭﻤﻥ ﺒﻴﻥ ﺤﺎﻻﺕ‬
‫ﺍﻹﺩﻤﺎﻥ ﻏﻴﺭ ﺍﻟﻤﺎﺩﻴﺔ ﺍﻟﻤﺘﺒﻘﻴﺔ‪ ،‬ﺼﻭﺘﺕ ﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻤل ﻹﺩﺭﺍﺝ ﺇﺩﻤﺎﻥ ﺍﻷﻟﻌﺎﺏ ﻓﻘﻁ ﻓﻲ ﻤﻠﺤﻕ‬
‫ﺍﻟﺒﺤﺙ ﻷﻨﻬﺎ ﻜﺎﻨﺕ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺘﻲ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﺃﻜﺜﺭ ﺍﻷﺩﻟﺔ ﻋﻠﻰ ﺍﻷﻀﺭﺍﺭ ﺍﻟﻜﺒﻴﺭﺓ ﺴﺭﻴﺭﻴ‪‬ﺎ‪،‬‬

‫‪389‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﻭﻴﻤﻜﻥ ﺇﻀﺎﻓﺔ ﺃﻨﻭﺍﻉ ﺃﺨﺭﻯ ﻤﻥ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺴﻠﻭﻜﻲ ﻤﺴﺘﻘﺒﻼ ﺇﺫﺍ ﻜﺸﻔﺕ ﺃﺩﻟﺔ ﻜﺎﻓﻴﺔ ﻋﻥ ﻀﻌﻑ‬
‫ﻜﺒﻴﺭ ﺴﺭﻴﺭﻴ‪‬ﺎ ﻤﺭﺘﺒﻁ ﺒﻬﺎ )‪.(Petry & al, 2015‬‬
‫ﻭﻻﺒﺩ ﻤﻥ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻴﺭﺩ ﺘﺤﺕ ﻋﻨﺎﻭﻴﻥ‬
‫ﺃﺨﺭﻯ ﻫﻲ‪ :‬ﺍﺴﺘﻌﻤﺎل ﺍﻻﻨﺘﺭﻨﺕ ﺍﻟﻤﺭﻀﻲ )‪ ،(pathological‬ﻭﺍﻟﻤﺸﻜل )‪،(problematic‬‬
‫ﻭﺍﻟﻤﻔﺭﻁ )‪ ،(excessive‬ﻭﺇﺴﺎﺀﺓ ﺍﺴﺘﻌﻤﺎل ﺍﻻﻨﺘﺭﻨﺕ )‪ ،(internet abuse‬ﻭﺍﻻﺴﺘﻌﻤﺎل ﻏﻴﺭ‬
‫ﺍﻟﻤﻼﺌﻡ )‪ (inappropriate‬ﻭﺍﺴﺘﻌﻤﺎل ﺍﻻﻨﺘﺭﻨﺕ ﺍﻹﺩﻤﺎﻨﻲ )‪(addictive internet usage‬‬
‫ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ )‪ (internet dependents‬ﻭﺃﺨﻴﺭﺍ ﺍﺴﺘﻌﻤﺎل ﺍﻻﻨﺘﺭﻨﺕ ﺍﻟﻘﺴﺭﻱ‬
‫)‪) (Compulsive internet use‬ﻤﻌﻴﺠل ﻭﺒﺭﻴﺴﻡ‪.(2016 ،‬‬
‫ﻭﻴﺘﻤﻴﺯ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ )‪ (IA‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻟﻘﻬﺭﻱ ﺍﻟﺫﻱ ﻻ ﻴﻤﻜﻥ ﺍﻟﺴﻴﻁﺭﺓ‬
‫ﻋﻠﻴﻪ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﻤﺸﺎﻜل ﻓﻲ ﻤﺠﺎﻻﺕ ﻤﺘﻌﺩﺩﺓ ﻤﺜل ﺍﻷﺩﺍﺀ ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻟﻤﻬﻨﻲ ﺍﻟﻀﻌﻴﻑ‪،‬‬
‫ﻭﺍﻨﺨﻔﺎﺽ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ ﻭﺍﻟﻨﻅﺎﻓﺔ‪ ،‬ﻭﺴﻭﺀ ﺍﻟﺘﻜﻴﻑ ﺍﻟﻌﻼﺌﻘﻲ )‪،(Mahapatra & Sharma, 2018‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﻤﻥ ﻁﺭﻑ ﻜﺎﻨﺩل )‪ – (Kandell‬ﻋﻥ )‪- (Blaya, 2015‬ﻋﻠﻰ ﺍﻨﻪ ﺘﺒﻌﻴﺔ ﻨﻔﺴﻴﺔ ﻭﺇﻜﺭﺍﻩ‬
‫ﻋﻠﻰ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺃﻥ ﺘﻜﻭﻥ ﻤﺘﺼﻼﹰ ﺒﺎﺴﺘﻤﺭﺍﺭ‪ ،‬ﻭﻭﺠﻭﺩ ﺇﻫﻤﺎل ﻷﻨﺸﻁﺔ ﺃﻭ ﻤﺴﺅﻭﻟﻴﺎﺕ ﺃﺨﺭﻯ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻻﺘﺼﺎل ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﺎﺩﻴﺔ‪ ،‬ﻭﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ‬
‫ﻴﺴﺘﺨﺩﻡ ﻏﺭﻴﻔﻴﺙ )‪ (Griffiths‬ﺘﻌﺒﻴﺭ "ﺍﻹﺩﻤﺎﻥ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ" ﺍﻟﺫﻱ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻹﺩﻤﺎﻥ ﻓﻲ‬
‫ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻹﻨﺴﺎﻥ ﻭﺍﻵﻟﺔ ﺒﺩﻭﻥ ﻤﻭﺍﺩ ﻜﻴﻤﻴﺎﺌﻴﺔ‪ ،‬ﺃﻱ ﻴﻤﻜﻥ ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻨﺩﻤﺎ ﻴﺘﻡ‬
‫ﺍﻻﻋﺘﻜﺎﻑ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻋﻠﻰ ﺤﺴﺎﺏ ﺃﻱ ﻨﺸﺎﻁ ﺍﺠﺘﻤﺎﻋﻲ ﻭﺠﺴﺩﻱ ﻭﻋﺎﻁﻔﻲ ﻭﻓﻜﺭﻱ ﺁﺨﺭ‬
‫)‪(Blaya, 2015‬‬
‫ﻭﻴﺸﻴﺭ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ )‪ (IA‬ﺇﻟﻰ ﺘﻠﻙ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻔﺭﺩ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻪ ﻟﻺﻨﺘﺭﻨﻴﺕ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﻓﻲ ﺍﻟﻨﻬﺎﻴﺔ ﺇﻟﻰ ﻀﺎﺌﻘﺔ ﻤﻠﺤﻭﻅﺔ ﻭﻀﻌﻑ ﻭﻅﻴﻔﻲ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‬
‫ﺍﻟﻴﻭﻤﻴﺔ )‪.(Fattore & al, 2014‬‬

‫‪390‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﻭﻋﺭﻓﺘﻪ ﺍﻟﺠﻤﻌﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻟﻠﻁﺏ ﺍﻟﻨﻔﺴﻲ )‪ (APA‬ﻋﻠﻰ ﺃﻨﻪ "ﺍﻀﻁﺭﺍﺏ ﻴﻅﻬﺭ ﺤﺎﺠﺔ‬
‫ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﻗﺼﺭﻴﻪ ﻨﺘﻴﺠﺔ ﻋﺩﻡ ﺍﻹﺸﺒﺎﻉ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻭﺍﻟﻤﺼﺎﺏ ﺒﻬﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ‬
‫ﻴﻌﺎﻨﻲ ﻤﻥ ﺃﻋﺭﺍﺽ ﻋﺩﻴﺩﺓ" )ﺤﻤﻭﺩﺓ‪ ،2015 ،‬ﺹ‪.(216‬‬
‫ﻭﻓﻘﹰﺎ ﻟﻠﻤﺭﻜﺯ ﺍﻷﻤﺭﻴﻜﻲ ﻟﻺﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺘﻡ ﺘﺤﺩﻴﺩ ﺨﻤﺴﺔ ﺃﻨﻭﺍﻉ ﻤﺤﺩﺩﺓ ﻤﻥ ﺇﺩﻤﺎﻥ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻫﻲ‪:‬‬
‫‪ -1‬ﺍﻹﺩﻤﺎﻥ ﺍﻟﺠﻨﺴﻲ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ )‪ :(Cyber Sexual Addiction‬ﻴﻘﻭﻡ ﺍﻟﻤﺩﻤﻨﻭﻥ ﺒﺘﻨﺯﻴل‬
‫ﺍﻟﻤﻭﺍﺩ ﺍﻹﺒﺎﺤﻴﺔ ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻭﺍﻻﺘﺠﺎﺭ ﺒﻬﺎ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﻡ ﻏﺎﻟﺒ‪‬ﺎ ﻤﺎ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ‬
‫ﻏﺭﻑ ﺍﻟﺩﺭﺩﺸﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺒﺎﻟﻐﻴﻥ‪ ،‬ﻭﻫﻡ ﻤﻬﻭﻭﺴﻭﻥ ﺒﺎﻟﺠﻨﺱ ﺍﻟﺴﻴﺒﺭﺍﻨﻲ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻹﺒﺎﺤﻴﺔ‬
‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‪.‬‬
‫‪ -2‬ﺇﺩﻤﺎﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺴﻴﺒﺭﺍﻨﻴﺔ )‪ :(Cyber Relationship Addiction‬ﻴﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻤﺩﻤﻨﻴﻥ‬
‫ﻤﺘﻭﺭﻁﻭﻥ ﻜﺜﻴﺭ‪‬ﺍ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ ﻭﻴﻤﻜﻥ ﺤﺘﻰ ﺃﻥ ﻴﻘﻌﻭﺍ ﻓﻲ ﺍﻟﺯﻨﺎ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬
‫‪ -3‬ﺇﺩﻤﺎﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ :(Social Network Addiction‬ﺠﻤﻴﻊ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﻟﻸﺸﺨﺎﺹ ﺇﻨﺸﺎﺀ ﻤﻠﻔﺎﺕ ﺘﻌﺭﻴﻑ ﻋﺎﻤﺔ ﺃﻭ ﺸﺒﻪ ﻋﺎﻤﺔ‪ ،‬ﻭﻴﻌﺘﺒﺭ‬
‫ﺍﻟﻔﺎﻴﺴﺒﻭﻙ ﻫﻭ ﺃﺸﻬﺭ ﺸﺒﻜﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺇﺫ ﻴﻀﻡ ‪ 60‬ﻤﻠﻴﻭﻥ ﻤﺴﺘﺨﺩﻡ ﻴﺘﺯﺍﻴﺩﻭﻥ ﺒﺎﺴﺘﻤﺭﺍﺭ‪.‬‬
‫‪ -4‬ﺇﺩﻤﺎﻥ ﺍﻷﻟﻌﺎﺏ )‪ :(Net Gaming Addiction‬ﻴﺘﻀﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻭﺍﺴﻌﺔ ﻤﻥ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬
‫ﻤﺜل ﺍﻟﻤﻘﺎﻤﺭﺓ ﻭﺃﻟﻌﺎﺏ ﺍﻟﻔﻴﺩﻴﻭ ﻭﺍﻟﺘﺴﻭﻕ ﻭﺍﻟﺘﺩﺍﻭل ﺍﻹﻟﻜﺘﺭﻭﻨﻲ ﺍﻟﻤﻬﻭﻭﺱ‪.‬‬
‫‪ -5‬ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺯﺍﺌﺩﺓ )‪ :(Information Overload‬ﻴﻌﺭﻑ ﺃﻴﻀ‪‬ﺎ ﺒﺎﺴﻡ ﺇﺩﻤﺎﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻟﺯﺍﺌﺩﺓ‪ ،‬ﻭﺘﺨﻠﻕ ﻭﻓﺭﺓ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ ﺴﻠﻭﻜﹰﺎ ﻗﻬﺭﻴ‪‬ﺎ ﺠﺩﻴﺩ‪‬ﺍ ﻴﺘﻌﻠﻕ ﺒﺘﺼﻔﺢ ﺍﻟﻭﻴﺏ ﺃﻭ‬
‫ﺍﻟﺒﺤﺙ ﻓﻲ ﻗﻭﺍﻋﺩ ﺍﻟﺒﻴﺎﻨﺎﺕ‪ ،‬ﺍﻟﻤﺩﻤﻥ ﻫﻨﺎ ﻴﺴﺘﺨﺩﻡ ﺍﻟﻤﺯﻴﺩ ﻭﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﻭﻗﺕ ﻟﻠﺒﺤﺙ ﻋﻥ‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﺘﻨﻅﻴﻤﻬﺎ‪.‬‬

‫‪391‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫‪ -6‬ﺇﺩﻤﺎﻥ ﺍﻟﺤﺎﺴﻭﺏ)‪ :(Computer Addiction‬ﻓﻲ ﺍﻟﺜﻤﺎﻨﻴﻨﻴﺎﺕ‪ ،‬ﺒﺤﻴﺙ ﺃﻥ ﺒﺭﻤﺠﺔ ﺍﻷﻟﻌﺎﺏ‬

‫ﻓﻲ ﺃﺠﻬﺯﺓ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﺃﺩﺕ ﺇﻟﻰ ﺍﻟﻠﻌﺏ ﺍﻟﻤﻬﻭﻭﺱ ﺒﻬﺫﻩ ﺍﻷﻟﻌﺎﺏ ﻭ ﺍﻟﺫﻱ ﺃﺼﺒﺢ ﻤﺸﻜﻠﺔ ﻓﻲ‬
‫ﺍﻹﻋﺩﺍﺩﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ )‪.(Saliceti, 2015‬‬
‫ﻭﻴﺅﺩﻱ ﺍﻟﺠﻠﻭﺱ ﻟﺴﺎﻋﺎﺕ ﻁﻭﻴﻠﺔ ﺃﻤﺎﻡ ﺸﺎﺸﺔ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻴﻬﺎ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ‬
‫ﺁﺜﺎﺭ ﺼﺤﻴﺔ‪ ،‬ﻭﺃﺴﺭﻴﺔ ﻭﻨﻔﺴﻴﺔ‪ ،‬ﻋﻤﻠﻴﺔ ﻭﺃﻜﺎﺩﻴﻤﻴﺔ ﻨﺫﻜﺭ ﻤﻨﻬﺎ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ‪ :‬ﻀﻌﻑ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﻲ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﻔﺭﺩ ﻋﺭﻀﺔ ﻟﻠﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻷﻤﺭﺍﺽ‪ ،‬ﻓﺎﻟﺠﻠﻭﺱ ﺍﻟﻁﻭﻴل ﺃﻤﺎﻡ ﺸﺎﺸﺔ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻴﺅﺩﻱ ﺇﻟﻰ ﺁﻻﻡ ﻓﻲ ﺍﻟﻅﻬﺭ ﻭﺍﻟﻌﻤﻭﺩ‬
‫ﺍﻟﻔﻘﺭﻱ‪ ،‬ﻜﺫﻟﻙ ﺍﺤﺘﻤﺎل ﺍﻹﺼﺎﺒﺔ ﺒﻤﺎ ﻴﻌﺭﻑ ﺒﺘﻨﺎﺫﺭ "ﺍﻟﻨﻔﻕ ﺍﻟﺭﺴﻐﻲ"‪ ،‬ﻜﻤﺎ ﺃﻥ ﻁﻭل ﻤﺩﺓ‬
‫ﺍﻟﺠﻠﻭﺱ ﺃﻤﺎﻡ ﺸﺎﺸﺔ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻴﺅﺩﻱ ﻟﺭﻜﻭﺩ ﻓﻲ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺩﻤﻭﻴﺔ ﻤﻤﺎ ﻴﺴﺒﺏ ﺤﺩﻭﺙ ﺠﻠﻁﺎﺕ‬
‫ﺩﻤﺎﻏﻴﺔ ﻭﻗﻠﺒﻴﺔ ﻭﻀﻌﻑ ﻓﻲ ﺃﺩﺍﺀ ﺍﻷﺠﻬﺯﺓ ﺍﻟﺤﻴﻭﻴﺔ ﺒﺎﻟﺠﺴﻡ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺸﻌﺎﻋﺎﺕ‬
‫ﺍﻟﻤﻨﺒﻌﺜﺔ ﻤﻥ ﺠﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻴﺅﺩﻱ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺘﻭﺘﺭ ﺍﻟﻘﺸﺭﺓ ﺍﻟﻤﺨﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﻗﻠﺔ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﻭﻨﻘﺹ ﺍﻟﺘﻤﻴﻴﺯ‪.‬‬
‫‪ -‬ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﺇﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻟﻪ ﺘﺄﺜﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻌﺼﺒﻴﺔ‪ ،‬ﺇﺫ ﻴﺅﺩﻱ‬
‫ﺇﻟﻰ ﻋﺩﻡ ﺍﻻﺘﺯﺍﻥ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﻀﻌﻑ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎل‪ ،‬ﻭﻗﺩ ﺘﺤﺩﺙ ﺘﻭﺘﺭﺍﺕ‬
‫ﻋﺼﺒﻴﺔ ﺒﺎﻹﻓﺭﺍﺯ ﺍﻟﻤﻔﺭﻁ ﻭﺍﻟﻤﺘﺯﺍﻴﺩ ﻟﻬﺭﻤﻭﻥ ﺍﻟﻜﻭﺭﺘﻴﺯﻭل ﻫﺭﻤﻭﻥ ﺍﻹﺠﻬﺎﺩ ﻭﺍﻟﺘﻌﺏ‪ ،‬ﻭﻫﺭﻤﻭﻥ‬
‫ﺍﻷﺩﺭﻴﻨﺎﻟﻴﻥ ﻭﺍﻟﻨﻭﺭﺍﺩﺭﻴﻨﺎﻟﻴﻥ‪ ،‬ﻓﻴﻭﻟﺩ ﺫﻟﻙ ﺴﺭﻋﺔ ﺍﻟﻐﻀﺏ ﻭ ﻟﻌﺩﻭﺍﻨﻴﺔ‪ ،‬ﻭﻅﻬﻭﺭ ﺍﻀﻁﺭﺍﺒﺎﺕ‬
‫ﻨﻔﺴﻴﺔ ﻭﻋﻘﻠﻴﺔ‪ ،‬ﻟﺩﺭﺠﺔ ﺃﻥ ﺒﻌﺽ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺍﺴﻡ "ﺍﻟﻬﻭﺱ ﺍﻟﻨﻔﺴﻲ"‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺅﺩﻱ‬
‫ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﺇﻟﻰ ﻤﺎ ﻴﺴﻤﻰ "ﺍﻹﺼﺎﺒﺔ ﺒﺎﻟﺘﻌﺏ ﺍﻟﻤﺘﻜﺭﺭ"‪ ،‬ﻭﺘﻌﺭﻑ ﺍﻹﺼﺎﺒﺔ ﺒﺎﻟﺘﻌﺏ ﺍﻟﻤﺘﻜﺭﺭ‬
‫ﺒﺄﻨﻬﺎ ﺍﻹﺼﺎﺒﺔ ﺍﻟﺘﻲ ﺘﻠﺤﻕ ﺒﺎﻟﺭﺴﻎ ﻭﺍﻷﻴﺩﻱ ﻭﺍﻟﺭﻗﺒﺔ‪ ،‬ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺍﻟﻀﻐﻁ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﻌﻀﻠﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺤﺭﻜﺎﺕ ﺍﻟﺴﺭﻴﻌﺔ‪ ،‬ﻓﺎﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﻟﻭﺤﺔ ﺍﻟﻤﻔﺎﺘﻴﺢ ﺍﻟﻤﻠﺤﻘﺔ‬
‫ﺒﺠﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‪ ،‬ﻭﺍﻟﺫﻴﻥ ﻴﻘﻭﻡ ﺒﺎﻟﻀﺭﺏ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺘﻴﺢ ﺒﻤﻌﺩل ﻗﺩ ﻴﺼل ﺇﻟﻰ )‪(31200‬‬

‫‪392‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﻀﺭﺒﺔ ﻓﻲ ﺍﻟﺴﺎﻋﺔ ﻴﻌﺩﻭﻥ ﺤﻭﺍﻟﻲ ‪ 13‬ﺒﺎﻟﻤﺌﺔ ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﻨﺴﺒﺔ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺘﻌﺏ ﺍﻟﻤﺘﻜﺭﺭ‬
‫)ﺤﻤﻭﺩﺓ‪.(2015 ،‬‬
‫‪ .5‬ﺍﻟﺘﻌﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻲ ﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 1.5‬ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ‪ :‬ﻫﻭ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻓﻲ ﻤﻘﻴﺎﺱ ﺇﺩﻤﺎﻥ‬
‫ﺍﻻﻨﺘﺭﻨﻴﺕ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺭﻨﻭﻁ ﺒﺸﺭﻯ )‪) (2007‬ﺍﻟﺯﻴﺩﻱ‪ ،2014 ،‬ﺹ‪.(53‬‬
‫‪ 2.5‬ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‪ :‬ﻫﻭ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ ﺍﻟﻤﺴﺠل ﺒﺼﻔﺔ ﺭﺴﻤﻴﺔ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺒﻥ ﺍﺤﻤﺩ‬
‫ﻭﻫﺭﺍﻥ ‪ 02‬ﺒﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻭﺴﻡ ﺍﻟﺠﺎﻤﻌﻲ ‪.2021-2020‬‬
‫‪ .6‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ‬
‫‪ 1.6‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺘﺒﻊ‪ :‬ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﻜﻭﻨﻪ ﺍﻷﻨﺴﺏ ﻟﺠﻤﻊ‬
‫ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﻭﻀﻭﻉ‪.‬‬
‫‪ 2.6‬ﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‪ :‬ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ‪.‬‬
‫‪ 1.2.6‬ﻭﺼﻑ ﺍﻟﻤﻘﻴﺎﺱ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺸﺭﻯ ﺍﺴﻤﺎﻋﻴل ﺍﺤﻤﺩ ﺍﺭﻨﻭﻁ )‪،(2007‬‬
‫ﻴﺤﺘﻭﻱ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻻﺼﻠﻲ ﻋﻠﻰ ‪ 60‬ﻓﻘﺭﺓ‪ ،‬ﻭﺘﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻤﻌﺩﻟﺔ ﻤﻥ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﻁﺭﻑ ﺍﻟﺤﻭﺴﻨﻲ)‪ ،(2011‬ﺤﻴﺙ ﺘﺤﺘﻭﻱ ﻋﻠﻰ )‪ (56‬ﻓﻘﺭﺓ‪ ،‬ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺴﻴﻁﺭﺓ ﺍﻭ ﺍﻟﺒﺭﻭﺯ )‪ 10‬ﻓﻘﺭﺍﺕ(‪ ،‬ﺘﻐﻴﻴﺭ ﺍﻟﻤﺯﺍﺝ )‪ 10‬ﻓﻘﺭﺍﺕ(‪ ،‬ﺍﻟﺘﺤﻤل )‪08‬‬
‫ﻓﻘﺭﺍﺕ(‪ ،‬ﺍﻻﻋﺭﺍﺽ ﺍﻻﻨﺴﺤﺎﺒﻴﺔ )‪ 10‬ﻓﻘﺭﺍﺕ(‪ ،‬ﺍﻟﺼﺭﺍﻉ )‪ 08‬ﻓﻘﺭﺍﺕ(‪ ،‬ﺍﻻﻨﺘﻜﺎﺱ )‪10‬‬
‫ﻓﻘﺭﺍﺕ( )ﺍﻟﺯﻴﺩﻱ‪ ،2014 ،‬ﺹ‪ ،(53‬ﻭﻴﺘﻡ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻪ ﻀﻤﻥ ‪ 3‬ﺒﺩﺍﺌل ﺃﻤﺎﻡ ﻜل ﻓﻘﺭﺓ ﻤﻥ‬
‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻭﺍﻟﺒﺩﺍﺌل ﻫﻲ ﻜﺎﻷﺘﻲ‪) :‬ﺘﻨﻁﺒﻕ ﺘﻤﺎﻤﺎ‪ ،‬ﺘﻨﻁﺒﻕ ﺇﻟﻰ ﺤﺩ ﻤﺎ‪ ،‬ﻻ ﺘﻨﻁﺒﻕ ﺇﻁﻼﻗﺎ(‪،‬‬
‫ﻜﻤﺎ ﻭﻀﻌﺕ ﺃﻭﺯﺍﻥ ﻫﺫﻩ ﺍﻟﺒﺩﺍﺌل )‪ ،(1,2,3‬ﻭﻴﺘﺄﻟﻑ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﻓﻘﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻘﻁ‪،‬‬
‫ﻭﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺎﺕ ﻤﻥ ‪ 56‬ﺇﻟﻰ ‪.168‬‬
‫‪ 2.2.6‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪ :‬ﺘﻡ ﺘﻘﻨﻴﻥ ﻤﻘﻴﺎﺱ ﺍﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﻁﻠﺒﺔ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ ﺒﻤﺼﺭ‪ ،‬ﻭﺒﺎﺴﺘﻌﻤﺎل ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻓﻘﺩ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ‬

‫‪393‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﺍﻻﺭﺘﺒﺎﻁ ﻤﺎ ﺒﻴﻥ )‪ (0,68‬ﻭ)‪ (0,87‬ﻭﺠﻤﻴﻊ ﻫﺫﻩ ﺍﻟﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫)‪ ،(0,01‬ﺍﻤﺎ ﺍﻟﺜﺒﺎﺕ ﻓﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺃﻟﻔﺎ‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻸﺒﻌﺎﺩ‬
‫ﺍﻟﻔﺭﻋﻴﺔ ﻤﺎ ﺒﻴﻥ )‪ (0,77‬ﻭ )‪ (0,95‬ﻭﺒﻠﻎ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ )‪) (0,87‬ﺍﺭﻨﻭﻁ‪.(2007 ،‬‬
‫ﻭﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ‬
‫ﻗﺩﺭﻫﺎ ‪ 30‬ﻁﺎﻟﺏ ﺠﺎﻤﻌﻲ‪ ،‬ﻭﺘﻤﺜﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﺼﺩﻕ‪ :‬ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﻁﺭﻴﻘﺘﻴﻥ‪:‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﺼﺩﻕ ﺍﻟﺘﻤﻴﻴﺯﻱ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :01‬ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺩﻨﻴﺎ‬
‫ﻣﺳﺗوى‬ ‫اﻟﻣﺗوﺳط اﻻﻧﺣراف درﺟﺔ‬
‫ﻗﯾﻣﺔ ت‬ ‫اﻟﻣﺗﻐﯾرات‬
‫اﻟدﻻﻟﺔ‬ ‫اﻟﺣﺳﺎﺑﻲ اﻟﻣﻌﯾﺎري اﻟﺣرﯾﺔ‬
‫داﻟﺔ ﻋﻧد‬ ‫اﻟﻣﺟﻣوﻋﺔ اﻟﻌﻠﯾﺎ ‪20. 03 136. 8‬‬ ‫إدﻣﺎن‬
‫‪7. 39 28‬‬
‫‪0.01‬‬ ‫اﻟﻣﺟﻣوﻋﺔ اﻟدﻧﯾﺎ ‪6. 23 87. 60‬‬ ‫اﻻﻧﺗرﻧﯾت‬
‫ﺍﻟﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺘﻴﻥ‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ )ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻠﻴﺎ( ﻭﺫﻭﻱ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ‬
‫)ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺩﻨﻴﺎ( ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺎﻟﻤﻘﻴﺎﺱ ﺼﺎﺩﻕ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﺼﺩﻕ ﺒﺎﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪ :‬ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﺍﻴﻀﺎ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺍﻻﺘﺴﺎﻕ‬
‫ﺍﻟﺩﺍﺨﻠﻲ‪ ،‬ﻭ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺃﺒﻌﺎﺩﻫﺎ ﻤﻥ ‪ 0,83‬ﺍﻟﻰ ‪ ،0,95‬ﺒﻴﻨﻤﺎ‬
‫ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل ﻤﻥ ‪ 0,71‬ﺍﻟﻰ ‪ ،0,84‬ﻓﻲ ﺤﻴﻥ‬
‫ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺍﻻﺒﻌﺎﺩ ﻤﻊ ﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل ﻤﻥ ‪ 0,78‬ﺍﻟﻰ ‪ ،0,93‬ﻭﻜﺎﻨﺕ ﻤﻌﺎﻤﻼﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪.0,05‬‬
‫ﺏ‪ -‬ﺍﻟﺜﺒﺎﺕ‪ :‬ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺃﻟﻔﺎ ﻜﺭﻭﻤﺒﺎﺥ ﻭﺍﻟﺫﻱ‬
‫ﻴﺴﺎﻭﻱ )‪ ،(0,91‬ﺍﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻼﺒﻌﺎﺩ ﻓﻘﺩ ﻜﺎﻨﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻜﻤﺎﻴﻠﻲ‪ :‬ﺍﻟﺴﻴﻁﺭﺓ ﺍﻭ ﺍﻟﺒﺭﻭﺯ‬
‫)‪ ،(0,87‬ﺘﻐﻴﻴﺭ ﺍﻟﻤﺯﺍﺝ )‪ ،(0,89‬ﺍﻟﺘﺤﻤل )‪ ،(0,97‬ﺍﻻﻋﺭﺍﺽ ﺍﻻﻨﺴﺤﺎﺒﻴﺔ )‪،(0,97‬‬

‫‪394‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﺍﻟﺼﺭﺍﻉ )‪ ،(0,85‬ﺍﻻﻨﺘﻜﺎﺱ )‪ ،(0,91‬ﻭﻫﻲ ﺩﺭﺠﺎﺕ ﺘﺩل ﻋﻠﻰ ﺘﻤﺘﻊ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺎﻟﺜﺒﺎﺕ‬

‫ﺍﻟﻼﺯﻡ‪.‬‬
‫‪ 3.6‬ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﺘﻜﻭﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪ 200‬ﻁﺎﻟﺏ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ‬
‫ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺒﻥ ﺍﺤﻤﺩ ﻭﻫﺭﺍﻥ‪ ،2‬ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻁﺒﻘﻴﺔ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻤﺴﺘﻭﻯ‪ ،‬ﺍﻟﺘﺨﺼﺹ‪ ،‬ﺤﻴﺙ ﺘﻤﺜل ﻨﺴﺒﺔ ﺍﻟﺫﻜﻭﺭ ‪ %55‬ﻤﻥ ﺍﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﻤﻘﺎﺒل ‪ %45‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻼﻨﺎﺙ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻤﺜل ﻨﺴﺒﺔ ﻁﻠﺒﺔ ﻤﺎﻗﺒل ﺍﻟﺘﺩﺭﺝ ‪ %70‬ﻤﻘﺎﺒل ‪%30‬‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﺎ ﺒﻌﺩ ﺍﻟﺘﺩﺭﺝ )ﺍﻟﻤﺎﺴﺘﺭ(‪ ،‬ﺍﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺨﺼﺹ‪ ،‬ﻓﻘﺩ ﻜﺎﻥ ﺒﻨﺴﺒﺔ ‪ %25‬ﻟﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺫﻉ ﺍﻟﻤﺸﺘﺭﻙ‪ ،‬ﻭﻨﻔﺱ ﺍﻟﻨﺴﺒﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺨﺼﺼﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،‬ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪،‬‬
‫ﺍﻟﻔﻠﺴﻔﺔ‪.‬‬
‫‪ 4.6‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‪ :‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﻤﺘﻭﺴ ﻁ‬
‫ﺍﻟﺤﺴﺎﺒﻲ‪ ،‬ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﺍﺨﺘﺒﺎﺭ ﺕ ﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻤﺕ ﺍﻟﻤﻌﺎﻟﺠﺔ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺨﻼل ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺌﻲ ‪. SPSS23‬‬
‫‪ .7‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 1.7‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪ :‬ﺘﻨﺹ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﻋﻠﻰ‪ :‬ﻴﻭﺠﺩ ﻤﺴﺘﻭﻯ‬
‫ﻭﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﺩﻤﺎﻥ ﺍﻨﺘﺭﻨﻴﺕ ﻤﺭﺘﻔﻊ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻭﻥ‪،‬‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :02‬ﻤﺴﺘﻭﻯ‬
‫اﻟﻣﺗوﺳط‬ ‫اﻟﻣﺗوﺳط‬
‫اﻻﻧﺣراف اﻟﻣﻌﯾﺎري‬ ‫اﻟﻣﺗﻐﯾر‬
‫اﻟﻧظري‬ ‫اﻟﺣﺳﺎﺑﻲ‬
‫‪21. 06‬‬ ‫‪112‬‬ ‫‪114. 7‬‬ ‫إدﻣﺎن اﻻﻧﺗرﻧﯾت‬
‫ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺘﻴﻥ‬ ‫ﺍﻟﻤﺼﺩﺭ‪ :‬ﻤﻥ‬
‫ﻨﻼﺤﻅ ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﺃﻥ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻜﺎﻥ ﻓﻲ ﺤﺩﻭﺩ‬
‫ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﺇﺫ ﻨﻼﺤﻅ ﺘﻘﺎﺭﺏ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪ ،‬ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺍﻟﻘﻭل‬
‫ﺒﻌﺩﻡ ﺘﺤﻘﻕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪.‬‬

‫‪395‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻨﺠﻡ ﻭﺍﻟﺭﻭﺍﺱ )‪ (2002‬ﺒﻌﻤﺎﻥ ﺤﻭل "ﺍﺴﺘﺨﺩﺍﻤﺎﺕ‬

‫ﻭﺇﺸﺒﺎﻋﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﺴﻠﻁﺎﻥ ﻗﺎﺒﻭﺱ"‪ ،‬ﺍﻋﺘﻤﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ‬
‫ﻟﺠﻤﻊ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤﻥ ﺒﻴﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻭﺼل ﺇﻟﻴﻬﺎ‪ :‬ﺃﻥ ﺃﻏﻠﺏ ﺍﻟﻁﻼﺏ ﻴﺴﺘﺨﺩﻤﻭﻥ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﻟﻠﺒﺤﺙ ﻭﺍﻷﺨﺒﺎﺭ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺒﺭﻴﺩ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻋﻥ ﺍﻴﺠﺎﺒﻴﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ ﻴﺭﻯ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻭﻥ ﺍﻟﺩﻭﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻼﻨﺘﺭﻨﺕ ﻴﻜﻤﻥ ﻓﻲ ﺍﻟﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﺘﺒﺎﺩل ﺍﻷﺨﺒﺎﺭ‬
‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺘﺴﻠﻴﺔ )ﺍﻟﻁﻴﺎﺭ‪.(2016 ،‬‬
‫ﻜﻤﺎ ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻓﺎﺘﻭﺭ )‪ (Fattore‬ﺒﺎﻴﻁﺎﻟﻴﺎ‪ ،‬ﻋﻠﻰ ﻋﻴﻨﺔ ﺘﻤﺜﻴﻠﻴﺔ ﻤﻥ ﻁﻼﺏ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻹﻴﻁﺎﻟﻴﺔ‪ ،‬ﺃﻴﻥ ﻭﺠﺩ ﺃﻥ )‪ (٪5‬ﻤﺩﻤﻨﻭﻥ ﺒﺸﻜل ﻤﻌﺘﺩل ﻭ)‪ (٪0,79‬ﻤﺩﻤﻨﻭﻥ‬
‫ﺒﺸﻜل ﺨﻁﻴﺭ )‪ ،(Fattore & al. 2014‬ﻭﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺸﺎﺭﻤﺎ ﻭ ﻤﻬﺎﺒﺎﺘﺭﺍ ﻓﻲ ﺍﻟﻬﻨﺩ‪،‬‬
‫ﺤﻴﺙ ﺘﻡ ﺇﺜﺒﺎﺕ ﺃﻥ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺜل ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ ‪/‬ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﻌﺭﻀﻭﻥ‬
‫ﺒﺸﻜل ﺨﺎﺹ ﻟﺨﻁﺭ ﺍﻹﺼﺎﺒﺔ ﺒﺈﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺇﺫ ﺘﻡ ﺍﻹﺒﻼﻍ ﻋﻥ ﻅﻬﻭﺭ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ‬
‫ﺍﻟﻐﺎﻟﺏ ﺒﻴﻥ ﺍﻟﺸﺒﺎﺏ ﺒﻨﺴﺒﺔ ﺘﻘﺩﻴﺭﻴﺔ ﺘﺼل ﺇﻟﻰ ‪ ٪38‬ﻋﺒﺭ ﻤﺠﻤﻭﻋﺔ ﻤﺘﻨﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫ﺍﻟﺴﻜﺎﻨﻴﺔ )‪.(Mahapatra & Sharma, 2018‬‬
‫ﺒﻴﻨﻤﺎ ﺍﺘﻔﻘﺕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻤﻌﻴﺠل ﻭ ﺒﺭﻴﺴﻡ )‪ (2016‬ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﻤﻘﺎﺭﻨﺔ ﻓﻲ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ‪ .‬ﻭﻗﺩ ﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‬
‫ﻤﻥ )‪ (200‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻜﻼ ﺍﻟﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ‪ ،‬ﻭﻗﺩ ﻁﺒﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﻤﺎﻥ‬
‫ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻟﻸﻤﺭﻴﻜﻴﺔ )ﻜﻴﻤﺒﺭﻟﻲ ﻴﻭﻨﻎ ‪ .(1991‬ﻭﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻹﺩﻤﺎﻥ‬
‫ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻫﻭ ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻭﺘﻠﻙ ﻨﺘﻴﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻟﻴﺱ‬
‫ﻫﻨﺎﻟﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻓﻕ ﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺠﻨﺱ )ﻤﻌﻴﺠل ﻭﺒﺭﻴﺴﻡ‪ .(2016 ،‬ﻓﻲ ﺤﻴﻥ ﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ‬
‫ﺃﻨﺩﺭﺴﻭﻥ )‪ (Anderson : 2001‬ﻟﺘﻘﻴﻴﻡ ﻅﺎﻫﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﻭﻗﺩ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻵﺜﺎﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﺘﻲ ﻴﺅﺩﻱ ﺇﻟﻴﻬﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ‬

‫‪396‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﻋﻠﻰ ﺍﻟﻁﻼﺏ ﻭﺒﺨﺎﺼﺔ ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻟﻔﺘﺭﺍﺕ ﻁﻭﻴﻠﺔ ﻗﺩ ﺘﺘﻌﺎﺭﺽ ﻤﻊ‬
‫ﺍﻟﻨﻭﺍﺤﻲ ﺍﻷﺨﺭﻯ ﻓﻲ ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ )‪ (% 10‬ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻴﺴﺘﺨﺩﻤﻭﻥ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﺒﺼﻭﺭﺓ ﻜﺒﻴﺭﺓ ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺘﻌﻠﻘﻬﻡ ﺒﺎﻻﻨﺘﺭﻨﺕ‪ ،‬ﻜﻤﺎ ﺒﻴﻨﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻻﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﻁﻭﻴل ﻟﻼﻨﺘﺭﻨﺕ ﻗﺩ ﺃﺼﺒﺢ ﺒﺩﻴﻼ ﻋﻥ ﺃﻨﺸﻁﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺃﺨﺭﻯ‪ :‬ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ‬
‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﻋﺩﺩ ﺴﺎﻋﺎﺕ ﺍﻟﻨﻭﻡ ﻭﺍﻀﻁﺭﺍﺏ ﻤﻭﺍﻋﻴﺩﻩ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻓﻲ‬
‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻭﺤﺩﺓ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻜﻤﺎ ﺘﺨﺘﻠﻑ ﻤﻊ ﺩﺭﺍﺴﺔ ﺃﻭﺯﻜﺎﻨﻭﺒﺯﻟﻭ )‪ (2007‬ﺍﻟﺘﻲ ﺍﺴﺘﻬﺩﻓﺕ‬
‫ﺘﺤﺩﻴﺩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻓﻲ ﺘﺭﻜﻴﺎ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺃﻨﻪ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻌﺕ ﺩﺭﺠﺔ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺭﻓﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﻗل ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ ﻷﻨﺸﻁﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻤﺜل‬
‫ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﻭﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻭﺯﺍﺩ ﺃﺩﺍﺀ ﺃﻨﺸﻁﺔ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﺘﺭﻓﻴﻬﻴﺔ ﻤﺜل ﺍﻟﺩﺭﺩﺸﺔ‪ ،‬ﻟﻌﺏ ﺍﻷﻟﻌﺎﺏ‪ ،‬ﺍﻟﺠﻨﺱ‪ ،‬ﻜﻤﺎ ﺘﺨﺘﻠﻑ ﻤﻊ ﺩﺭﺍﺴﺔ‬
‫ﺠﺎﻨﺞ ﻭﺁﺨﺭﻭﻥ )‪ (2008‬ﺍﻟﺘﻲ ﺍﺴﺘﻬﺩﻓﺕ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺈﺩﻤﺎﻥ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﺒﻴﻥ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻜﻭﺭﻴﻴﻥ‪ ،‬ﺤﻴﺙ ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ )‪ (30‬ﻤﻥ ﺍﻟﻁﻼﺏ‬
‫ﺃﻅﻬﺭﻭﺍ ﺍﺭﺘﻔﺎﻋﺎ ﻓﻲ ﻤﻌﺩﻻﺕ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﺃﻨﻬﻡ ﻴﺩﻤﻨﻭﻥ ﺍﻟﺩﺭﺩﺸﺔ ﻤﻊ ﺍﻷﻗﺭﺍﻥ‬
‫ﻭﺍﻷﺼﺩﻗﺎﺀ )ﺍﻟﻁﻴﺎﺭ‪.(2016 ،‬‬
‫ﻭﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﺃﻨﺎﻨﺩ )‪ (Anand‬ﺍﻟﺘﻲ ﺍﺴﺘﻬﺩﻓﺕ ﺃﻭل ﻤﺤﺎﻭﻟﺔ‬
‫ﻻﺴﺘﻜﺸﺎﻑ ﺴﻠﻭﻙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﻁﻼﺏ ﺍﻟﻁﺏ ﻋﺒﺭ ﻤﺭﺍﻜﺯ‬
‫ﻤﺘﻌﺩﺩﺓ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺎﻟﻀﻴﻕ ﺍﻟﻨﻔﺴﻲ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭل ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺇﺠﺭﺍﺅﻫﺎ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﻗﻭﺍﻤﻬﺎ ‪ 1763‬ﻁﺎﻟﺏ ﻁﺏ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ ‪ 18‬ﻭ‪ 21‬ﻋﺎﻤ‪‬ﺎ‪ ،‬ﻴﺘﺎﺒﻌﻭﻥ ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫ﺍﻟﻁﺏ‪ ،‬ﻭﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺃﻥ ‪ ٪ 27‬ﻤﻥ ﺍﻟﻁﻼﺏ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺨﻔﻴﻑ‪ ،‬ﻭ ‪ ٪4,10‬ﻤﻥ‬
‫ﺍﻟﻁﻼﺏ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻹﺩﻤﺎﻥ ﺍﻟﻤﻌﺘﺩل‪ ،‬ﻭ‪ ٪ 0,8‬ﻤﻥ ﺍﻟﻁﻼﺏ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻹﺩﻤﺎﻥ ﺍﻟﺸﺩﻴﺩ ﻋﻠﻰ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻜﻤﺎ ﻜﺎﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺃﻋﻠﻰ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺍﻟﺫﻴﻥ ﻴﻘﻴﻤﻭﻥ ﻓﻲ‬
‫ﻤﺴﺎﻜﻥ ﻤﺴﺘﺄﺠﺭﺓ )‪ .(Anand, 2018‬ﻭﺘﺨﺘﻠﻑ ﻤﻊ ﻤﺎ ﺘﻭﺼل ﺍﻟﻴﻪ ﻓﺎﻨﻴﺎ )‪ (Vanea, 2011‬ﻓﻲ‬

‫‪397‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﺭﻭﻤﺎﻨﻴﺎ‪ ،‬ﺤﻭل ﻓﺤﺹ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺃﻏﺭﺍﺽ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻟﺠﻨﺱ‬
‫ﻭﺃﺒﻌﺎﺩ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺘﺘﻜﻭﻥ ﻤﻥ ‪ 100‬ﻤﺘﺨﺼﺹ ﻤﻥ‬
‫ﺒﻭﺨﺎﺭﺴﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺭﻭﻤﺎﻨﻴﺔ ﻟﻡ ﻴﻜﻭﻨﻭﺍ ﻤﺩﻤﻨﻴﻥ ﺘﻤﺎﻤ‪‬ﺎ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﻭﻟﻜﻥ ﻟﺩﻴﻬﻡ ﻨﺸﺎﻁﹰﺎ ﻤﻜﺜﻔﹰﺎ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﺠﻨﺴﻬﻡ‪.‬‬
‫ﻜﻤﺎ ﺘﺨﺘﻠﻑ ﻤﻊ ﺩﺭﺍﺴﺔ ﻏﻀﺒﺎﻥ ﻭﻨﻌﻤﻭﻥ ﻓﻲ ﻗﺴﻨﻁﻴﻨﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ‪ %77‬ﻤﻥ‬
‫ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻴﺘﺭﺩﺩﻭﻥ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺃﻜﺜﺭ ﻤﻥ )‪ (3‬ﻤﺭﺍﺕ ﺃﺴﺒﻭﻋﻴﺎ ﻭﺒﻤﻌﺩل ﺃﻜﺜﺭ ﻤﻥ‬
‫)‪ (3‬ﺴﺎﻋﺎﺕ ﻴﻭﻤﻴﺎ‪ .‬ﻭﺃﻥ ﺍﻜﺜﺭ ﻤﻥ ‪ %50‬ﻤﻨﻬﻡ ﺃﻅﻬﺭﻭﺍ ﻤﻌﺎﻴﻴﺭ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‬
‫ﻤﺼﺤﻭﺒﺔ ﺒﺎﻻﻜﺘﺌﺎﺏ )ﻏﻀﺒﺎﻥ ﻭﻨﻌﻤﻭﻥ‪.(2019 ،‬‬
‫ﻭﻋﻥ )‪ (Günay & Boylu, 2019‬ﻴﺭﻯ ﻜل ﻤﻥ ﻫﺎل ﻭﺒﺎﺭﺴﻭﻨﺱ )‪(Hall and Parsons‬‬
‫ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺤﻴﺎﺓ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﺘﺘﺴﺒﺏ ﻓﻲ ﺇﺩﻤﺎﻨﻬﻡ ﺍﻹﻨﺘﺭﻨﻴﺕ‪،‬‬
‫ﻷﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻗﺩ ﻴﻭﺍﺠﻬﻭﻥ ﻤﺠﻤﻭﻋﺔ ﻤﺘﻨﻭﻋﺔ ﻤﻥ ﺘﺤﺩﻴﺎﺕ ﺃﻭ ﻤﺸﺎﻜل ﺍﻟﺤﻴﺎﺓ ﻟﺘﻠﺒﻴﺔ‬
‫ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﻤﺜل ﺍﻹﻗﺎﻤﺔ ﻭﺍﻟﺘﻐﺫﻴﺔ ﻭﺍﻟﺼﺤﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺍﻟﺘﻜﻴﻑ‬
‫ﻭﺘﻁﻭﻴﺭ ﻋﻼﻗﺎﺕ ﻭﺜﻴﻘﺔ ﻤﻊ ﻤﺤﻴﻁﻬﻡ‪ ،‬ﺒﻴﻨﻤﺎ ﻴﺭﻯ ﺍﺭﺍل ﻭ ﺯﻤﻼﺌﻪ )‪ (Aral and Gürsoy‬ﺃﻥ‬
‫ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻅﻤﻰ ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﺄﺘﻭﻥ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻰ ﺒﻴﺌﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺜﻘﺎﻓﻴﺔ‬
‫ﻭﻤﺎﺩﻴﺔ ﻤﺨﺘﻠﻔﺔ ﻭﻴﺩﺨﻠﻭﻥ ﻓﺘﺭﺓ ﺍﻨﺘﻘﺎﻟﻴﺔ ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﻭﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺇﺤﺴﺎﺱ ﻤﺅﻗﺕ ﺒﺎﻟﻭﺤﺩﺓ ﺒﺴﺒﺏ‬
‫ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻭﺠﻭﺩ ﻓﻲ ﺒﻴﺌﺔ ﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻴﺭﻯ ﺠﻭﻨﺎﻱ ﻭﺒﻭﻴﻠﻭ)‪(Günay & Boylu, 2019‬‬
‫ﺃﻥ ﺠﺩﺍﻭل ﺍﻟﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺘﻭﻓﺭ ﻟﻬﻡ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺭﻭﻨﺔ ﻭﻭﻗﺕ ﺍﻟﻔﺭﺍﻍ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺃﻥ‬
‫ﻗﻀﺎﺀ ﻓﺘﺭﺍﺕ ﻁﻭﻴﻠﺔ ﻋﻠﻰ ﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﻟﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ‬
‫ﺍﻟﻭﺼﻭل ﺒﺴﻬﻭﻟﺔ ﻤﻥ ﺨﻼل ﺍﺘﺼﺎﻻﺕ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻟﻤﺒﺎﺸﺭﺓ ﻓﻲ ﻤﺴﺎﻜﻥ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﻜﺘﺒﺎﺕ‬
‫ﻭﻗﺎﻋﺎﺕ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‪.‬‬
‫ﻭﺘﻌﺯﻭ ﺍﻟﺒﺎﺤﺜﺘﺎﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺴﺘﺨﺩﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻋﺎﻤﺔ ﺒﻁﺭﻴﻘﺔ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻭﻤﺘﻭﺍﺯﻨﺔ ﻨﻅﺭﺍ ﻟﺨﺼﻭﺼﻴﺎﺕ ﺘﺘﻌﻠﻕ ﺒﺄﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺇﺫ ﺃﻥ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻴﺤﺘﺎﺝ‬

‫‪398‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﺇﻟﻰ ﺘﻭﻓﺭ ﻤﺴﺘﻭﻯ ﺍﻗﺘﺼﺎﺩﻱ ﻤﻌﻴﻥ ﻴﻐﻁﻲ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﺃﻭ ﺍﻟﻬﺎﺘﻑ ﺍﻟﺫﻜﻲ ﻭﺍﺸﺘﺭﺍﻙ‬
‫ﺍﻻﻨﺘﺭﻨﻴﺕ‪ ،‬ﻭﺨﺼﻭﺼﻴﺔ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻫﻲ ﺍﻻﺘﺼﺎﻻﺕ ﺍﻟﺘﻲ ﺘﺴﺘﻐﺭﻕ ﻭﻗﺘﹰﺎ ﻁﻭﻴﻼﹰ ﺃﻱ‬
‫ﻴﺭﺘﺒﻁ ﺒﻔﻘﺩﺍﻥ ﺇﺩﺭﺍﻙ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻴﻘﻀﻴﻪ ﺃﻤﺎﻡ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ )ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻔﺭﻁ(‪ ،‬ﻭﺍﻟﺤﺎﺠﺔ‬
‫ﺍﻟﻤﺴﺘﻤﺭﺓ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻟﻔﺘﺭﺓ ﺃﻁﻭل ﻤﻥ ﺍﻟﻭﻗﺕ )ﺍﻟﺘﺤﻤل(‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺭﺍﺤﺔ ﻭﺍﻟﺤﺎﻟﺔ‬
‫ﺍﻟﻤﺯﺍﺠﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻋﻨﺩﻤﺎ ﻻ ﻴﻌﻭﺩ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻤﺘﺎﺤ‪‬ﺎ )ﺍﻻﻨﺴﺤﺎﺏ(‪ ،‬ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫)ﺍﻟﻌﻭﺍﻗﺏ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ )‪ ،(Fattore & al, 2014‬ﻭﻨﻅﺭﺍ ﻟﻤﺤﺩﻭﺩﻴﺔ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻟﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻓﺎﻥ ﺍﻏﻠﺒﻬﻡ ﻴﺴﺘﻌﻤﻠﻭﻥ ﻗﺎﻋﺎﺕ ﺍﻹﻋﻼﻡ ﺍﻵﻟﻲ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺒﺤﺙ‬
‫ﻭﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﻡ ﻴﺘﺤﺎﺸﻭﻥ ﺍﻟﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﺕ ﻟﺘﻜﻠﻔﺘﻬﺎ ﺃﻭ ﻴﻘﻭﻤﻭﻥ‬
‫ﺒﺎﻟﻭﻟﻭﺝ ﻟﻼﻨﺘﺭﻨﻴﺕ ﻤﺩﺓ ﻤﻌﻴﻨﺔ ﺒﻭﺍﺴﻁﺔ ﺍﻟﻬﺎﺘﻑ ﺍﻟﻨﻘﺎل ﻭﻫﺫﺍ ﺭﺍﺠﻊ ﻟﻤﺤﺩﻭﺩﻴﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺎﺩﻱ‬
‫ﺃﻭ ﻀﻌﻔﻪ‪.‬‬
‫ﻭﺭﻜﺯﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻹﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ‪ ،‬ﻭﻤﻥ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻨﺠﺩ ﺩﺭﺍﺴﺔ ﺸﺎﺭﻤﺎ ﻭ ﺸﺎﺭﻤﺎ )‪ (2018‬ﺤﻭل‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻓﻲ ﻤﺩﻴﻨﺔ ﺠﺎﺒﺎﻟﺒﻭﺭ ﻓﻲ ﻤﺎﺩﻴﺎ‬
‫ﺒﺭﺍﺩﻴﺵ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺠﻤﻭﻋﻪ ‪ 461‬ﻁﺎﻟﺏ ﺠﺎﻤﻌﻲ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ‬
‫ﻴﻭﻨﻎ ﻟﻺﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﻗﺩ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻅﻬﺭﺕ ﺃﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ ﺃﻋﻠﻰ‬
‫ﻤﻥ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻅﻬﺭ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﻀ‪‬ﺎ ﻓﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ) ‪Sharma et Sharma,‬‬

‫‪ ،(2018‬ﻜﻤﺎ ﺘﻡ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺼﻴﻥ ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒﺩﻨﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻬﺎﺘﻑ‬
‫ﺍﻟﺫﻜﻲ ﻤﻊ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ ﻭﺍﻹﺠﻬﺎﺩ ﺍﻟﻤﻠﺤﻭﻅ ‪-‬ﺒﻌﺩ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﻋﻭﺍﻤل ﺍﻟﺨﻠﻁ ﺍﻟﻤﺤﺘﻤﻠﺔ‪ ،-‬ﻭﺘﺘﺄﻟﻑ‬
‫ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 3864‬ﻁﺎﻟﺏ ﺠﺎﻤﻌﻲ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﺍﻟﺼﻴﻥ‪ ،‬ﻭﻗﺩ‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒﺩﻨﻲ ﻏﻴﺭ ﺍﻟﻜﺎﻓﻲ ﻭﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻜﺜﻑ‬
‫ﻟﻠﻬﻭﺍﺘﻑ ﺍﻟﺫﻜﻴﺔ ﻤﻊ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺘﻭﺘﺭ ﺍﻟﻤﻠﺤﻭﻅ ﻭﻀﻌﻑ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ ) ‪Zhai, et al,‬‬

‫‪ ،(2020‬ﺒﻴﻨﻤﺎ ﺘﻭﺼل ﺯﻫﺎﻥ ﻭﻴﻭ )‪ (2020‬ﻓﻲ ﺩﺭﺍﺴﺘﻬﻤﺎ ﺤﻭل ﺁﺜﺎﺭ ﺇﺩﻤﺎﻥ ﺍﻟﻬﻭﺍﺘﻑ ﺍﻟﺫﻜﻴﺔ‬

‫‪399‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﻋﻠﻰ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻘﻴﻴﻡ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ ﻤﻥ ﺨﻼل ﺍﻟﺘﻨﻅﻴﻡ ﺍﻟﺫﺍﺘﻲ ﻭﺘﺄﺠﻴل ﻭﻗﺕ ﺍﻟﻨﻭﻡ‬
‫)ﻭﻗﺕ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻟﻨﻭﻡ‪ ،‬ﻤﺩﺓ ﺍﻟﻨﻭﻡ(‪ ،‬ﻭﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ‪ 427‬ﻁﺎﻟﺒ‪‬ﺎ ﺠﺎﻤﻌﻴ‪‬ﺎ ﺼﻴﻨﻴ‪‬ﺎ‪،‬‬
‫ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ ‪ 18‬ﻋﺎﻤ‪‬ﺎ ﻭ ﺃﻜﺒﺭ‪ .‬ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺜﻠﺙ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﺃﺒﻠﻐﻭﺍ ﻋﻥ‬
‫ﻀﻌﻑ ﺠﻭﺩﺓ ﺍﻟﻨﻭﻡ ﺍﻟﺫﺍﺕ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻜﺒﻴﺭﺓ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﺍﻟﻬﻭﺍﺘﻑ ﺍﻟﺫﻜﻴﺔ‬
‫ﻭﺘﺄﺠﻴل ﻭﻗﺕ ﺍﻟﻨﻭﻡ ﻓﻲ ﺤﻴﻥ ﻜﺎﻨﺕ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﺍﻟﻬﻭﺍﺘﻑ ﺍﻟﺫﻜﻴﺔ ﻭ ﺍﻟﺘﻨﻅﻴﻡ‬
‫ﺍﻟﺫﺍﺘﻲ ﻟﻠﻨﻭﻡ )‪.(Zhang, Wu, 2020‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ )‪ (IA‬ﻤﺸﻜﻠﺔ ﺸﺎﺌﻌﺔ ﻤﻭﺠﻭﺩﺓ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻵﺴﻴﻭﻴﻴﻥ‪ ،‬ﺤﻴﺙ ﻗﺎﻡ ﺘﺭﺍﻥ‬
‫ﻭ ﺯﻤﻼﺌﻪ )‪ (2017‬ﺒﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻷﻨﺸﻁﺔ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻋﻠﻰ ﺠﻭﺩﺓ‬
‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺼﺤﺔ )‪ (HRQOL‬ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻴﺘﻨﺎﻤﻲ‪ ،‬ﻗﺎﺭﻨﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻴﻀ‪‬ﺎ ﺘﻭﺍﺘﺭ‬
‫ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻹﺩﻤﺎﻥ ﺍﻵﺨﺭ ﻟﻠﺸﺒﺎﺏ ﺍﻟﻔﻴﺘﻨﺎﻤﻲ ﻤﻊ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺒﺩﻭﻥ ﺇﺩﻤﺎﻥ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ‪ 566‬ﺸﺎﺒ‪‬ﺎ ﻓﻴﺘﻨﺎﻤﻴ‪‬ﺎ )‪ ٪7,56‬ﺇﻨﺎﺙ‪ ٪3,43 ،‬ﺫﻜﻭﺭ(‪،‬‬
‫ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (15‬ﻭ )‪ (25‬ﻋﺎﻤﺎ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﻘﻁﻌﻴﺔ ﺃﻥ‬
‫‪ ٪ 2 .21‬ﻤﻥ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻋﺎﻨﻭﺍ ﻤﻥ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﻴﺘـ ﻜﺎﻥ ﺍﻟﻤﺸﺎﺭﻜﻭﻥ ﻤﻊ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻤﺸﺎﻜل ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﺭﻭﺘﻴﻥ ﺍﻟﻴﻭﻤﻲ‪ ،‬ﻭﺍﻟﻤﻌﺎﻨﺎﺓ ﻤﻥ‬
‫ﺍﻷﻟﻡ ﻭﻋﺩﻡ ﺍﻟﺭﺍﺤﺔ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺩﻤﻨﻴﻥ )‪ . (Tran et al, 2017‬ﻜﻤﺎ ﺍﺴﺘﻬﺩﻓﺕ‬
‫ﺩﺭﺍﺴﺔ ﺃﻨﺎﻨﺩ ‪ (2018) Anand‬ﺃﻭل ﻤﺤﺎﻭﻟﺔ ﻻﺴﺘﻜﺸﺎﻑ ﺴﻠﻭﻙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺒﻴﻥ ﻋﺩﺩ‬
‫ﻜﺒﻴﺭ ﻤﻥ ﻁﻼﺏ ﺍﻟﻁﺏ ﻋﺒﺭ ﻤﺭﺍﻜﺯ ﻤﺘﻌﺩﺩﺓ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺎﻟﻀﻴﻕ ﺍﻟﻨﻔﺴﻲ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭل‬
‫ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺃﻋﻠﻰ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺍﻟﺫﻴﻥ ﻴﻘﻴﻤﻭﻥ ﻓﻲ‬
‫ﻤﺴﺎﻜﻥ ﻤﺴﺘﺄﺠﺭﺓ‪ ،‬ﻤﻊ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻹﺩﻤﺎﻥ )‪.(Anand, 2018‬‬
‫‪ 2.7‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﺘﻨﺹ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﻋﻠﻰ‪ :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﻌﺯﻯ ﻟﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‪ ،‬ﻭﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺨﺘﺒﺎﺭ‬
‫ﺕ ﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪400‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :03‬ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﺒﻌﺎ ﻟﻠﺠﻨﺱ‬

‫ﻣﺳﺗوى‬ ‫درﺟﺔ‬ ‫اﻻﻧﺣراف‬ ‫اﻟﻣﺗوﺳط‬
‫ﻗﯾﻣﺔ ت‬ ‫اﻟﻣﺗﻐﯾرات‬
‫اﻟدﻻﻟﺔ‬ ‫اﻟﺣرﯾﺔ‬ ‫اﻟﻣﻌﯾﺎري‬ ‫اﻟﺣﺳﺎﺑﻲ‬
‫داﻟﺔ ﻋﻧد‬ ‫‪15. 23 125. 12‬‬ ‫اﻟذﻛور‬
‫‪5. 62‬‬ ‫‪198‬‬ ‫إدﻣﺎن اﻻﻧﺗرﻧﯾت‬
‫‪0. 01‬‬ ‫‪12. 54 101. 25‬‬ ‫اﻹﻧﺎث‬
‫ﺍﻟﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺘﻴﻥ‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ‬
‫ﺘﺒﻌﺎ ﻟﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺒﺘﺤﻘﻕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪.‬‬
‫ﻭﻷﻥ ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻨﺘﺸﺎﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺃﻭ ﺇﺩﻤﺎﻨﻪ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ‬
‫ﻋﺭﻀﺔ ﻟﺫﻟﻙ ﻤﻘﺎﺭﻨﺔ ﺒﻨﻅﺭﺍﺌﻬﻡ ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﺒﺤﻴﺙ ﺃﻥ ﺩﻭﺍﻓﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﺘﺨﺘﻠﻑ‬
‫ﺒﺎﺨﺘﻼﻑ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺘﻔﺴﺭ ﺍﻟﺒﺎﺤﺜﺘﺎﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺃﻥ ﺍﻹﻨﺎﺙ ﻴﻠﺠﺄﻥ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ‬
‫ﺒﻌﻘﻼﻨﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺍﺠل ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﺃﻭ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻋﻜﺱ ﺍﻟﺫﻜﻭﺭ ﺍﻟﺫﻴﻥ‬
‫ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻓﻲ ﻤﺠﺎﻻﺕ ﺃﻜﺜﺭ ﻤﺜل ﺍﻷﻟﻌﺎﺏ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻟﺒﺭﺍﻤﺞ ﻭﺍﻟﺘﺴﻭﻴﻕ‪...‬ﺍﻟﺦ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﻤﺎﺩﻴﺔ‬
‫ﻟﻠﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺍﻟﺘﻲ ﻴﻭﻓﺭﻫﺎ ﻟﺠﻭﺀ ﺍﻟﻜﺜﻴﺭ ﻤﻨﻬﻡ ﻟﻠﻌﻤل ﻭﺍﻟﺩﺭﺍﺴﺔ ﻤﻌﺎ ﻋﻠﻰ ﻋﻜﺱ ﺍﻹﻨﺎﺙ‪ ،‬ﻫﺫﻩ‬
‫ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﺘﻲ ﺘﺴﻤﺢ ﻟﻪ ﺒﺎﻻﺘﺼﺎل ﺍﻟﻤﺴﺘﻤﺭ ﺒﺎﻻﻨﺘﺭﻨﻴﺕ ﻭﺇﺩﻤﺎﻨﻪ ﻋﻠﻴﻪ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﻓﻭﻨﻴﻜﺱ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻟﻠﺘﺭﻓﻴﻪ ﻭﺍﻟﺘﺴﻠﻴﺔ‬
‫ﻭﺍﻟﺴﻌﻲ ﻭﺭﺍﺀ ﻤﺸﺎﻋﺭ ﺍﻹﻨﺠﺎﺯ ﺒﻴﻨﻤﺎ ﺘﺴﺘﺨﺩﻡ ﺍﻹﻨﺎﺙ ﺍﻹﻨﺘﺭﻨﺕ ﻟﻠﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ‬
‫ﻭﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )‪ ،(Phoenix, 2020‬ﺃﻱ ﺃﻥ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ ﻗﺩ‬
‫ﺘﺘﺄﺜﺭ ﺒﺎﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﺫﻱ ﻴﺴﺒﺏ ﺍﻹﺩﻤﺎﻥ ‪(Seki et al,‬‬
‫)‪ .2019‬ﻭﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﺩﻴﻔﻭﺭ )‪ (2017‬ﻓﻲ ﻜﻨﺩﺍ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ‪ 3938‬ﻤﺭﺍﻫﻘﹰﺎ‪ ،‬ﺇﻟﻰ ﺃﻨﻪ‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺫﻜﻭﺭ ﻨﺠﺩ ﺃﻥ ﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺇﺩﻤﺎﻨﻬﻡ ﻫﻲ‪ :‬ﻭﺴﺎﺌل ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﻴﻭﺘﻴﻭﺏ‬
‫ﻭﺍﻟﻤﺩﻭﻨﺎﺕ ﻭﺍﻷﻟﻌﺎﺏ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻺﻨﺎﺙ ﺴﺎﻫﻤﺕ ﻭﺴﺎﺌل ﺍﻟﺘﻭﺍﺼل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻴﻭﺘﻴﻭﺏ ﻭﺍﻟﻤﺩﻭﻨﺎﺕ ﻭﺘﻨﺯﻴل ﺍﻟﻤﻭﺴﻴﻘﻰ ﺃﻭ ﺍﻷﻓﻼﻡ ﻓﻲ ﺍﺭﺘﻔﺎﻉ ﺇﺩﻤﺎﻨﻬﻡ ) ‪Dufour‬‬

‫‪ ،(et al, 2017‬ﺒﻴﻨﻤﺎ ﺍﺴﺘﻬﺩﻓﺕ ﻓﺎﻨﻴﺎ )‪ (2011‬ﻓﺤﺹ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ‬

‫‪401‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ﻭﺃﻏﺭﺍﺽ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻟﺠﻨﺱ ﻭﺃﺒﻌﺎﺩ ﺇﺩﻤﺎﻥ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﺘﺘﻜﻭﻥ ﻤﻥ ‪ 100‬ﻤﺘﺨﺼﺹ ﻤﻥ ﺒﻭﺨﺎﺭﺴﺕ‪ ،‬ﺭﻭﻤﺎﻨﻴﺎ )‪ 57‬ﺫﻜﺭ‪‬ﺍ‪ 43 ،‬ﺃﻨﺜﻰ‪ ،‬ﺘﺘﺭﺍﻭﺡ‬
‫ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ ‪ 23‬ﻭ ‪ 55‬ﻋﺎﻤ‪‬ﺎ(‪ ،‬ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺃﻥ )‪ (٪35‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻤﻘﺎﺭﻨﺔ ﺒـ)‪(٪14‬‬
‫ﻤﻥ ﺍﻹﻨﺎﺙ ﺃﻓﺎﺩﻭﺍ ﺒﺄﻨﻬﻡ ﻴﻘﻀﻭﻥ ﻤﺎ ﺒﻴﻥ ‪ 4-1‬ﺴﺎﻋﺎﺕ ﻴﻭﻤﻴ‪‬ﺎ‪ ،‬ﺒﻴﻨﻤﺎ ﺼﺭﺤﺕ )‪ (٪20‬ﻤﻥ‬
‫ﺍﻹﻨﺎﺙ ﻤﻘﺎﺭﻨﺔ ﺒـ )‪ (٪16‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﺒﺈﻨﻔﺎﻕ ﻤﺎ ﺒﻴﻥ ‪ 6‬ﺴﺎﻋﺎﺕ ﻭ‪ 8‬ﺴﺎﻋﺎﺕ ﻴﻭﻤﻴ‪‬ﺎ ) ‪Vanea,‬‬

‫‪.(2011‬‬
‫ﺃﻤﺎ ﻴﻭﻨﻎ ‪-‬ﻋﻥ ﻤﻌﻴﺠل ﻭﺒﺭﻴﺴﻡ‪ -‬ﻓﻘﺩ ﺃﺜﺒﺘﺕ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﻤﺩﻤﻨﺎﺕ ﻋﻠﻰ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﺸﺄﻨﻬﻥ ﺸﺄﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺃﻥ ﺍﻟﻔﺭﻕ ﻫﻭ ﻓﻲ ﻤﻀﻤﻭﻥ ﺍﻹﺩﻤﺎﻥ‪ ،‬ﻓﻘﺩ ﻅﻬﺭ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﻤﻥ‬
‫ﺫﻭﺍﺕ ﺍﻟﺘﻭﺠﻪ ﻏﻴﺭ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ ﻭﻤﻥ ﺫﻭﺍﺕ ﺍﻟﺤﻴﺎﺓ ﺍﻷﺴﺭﻴﺔ ﺍﻻﻋﺘﻴﺎﺩﻴﺔ ﻭﻤﻤﻥ ﻟﻴﺱ ﻟﺩﻴﻬﻥ‬
‫ﺇﺩﻤﺎﻥ ﺴﺎﺒﻕ ﺃﻭ ﺘﺎﺭﻴﺦ ﻤﻊ ﺍﻟﻤﺭﺽ ﺍﻟﻨﻔﺴﻲ ﻗﺩ ﺃﺴﺌﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻤﺎ ﻨﺠﻡ ﻋﻥ ﻨﻭﺍﺤﻲ‬
‫ﻋﺠﺯ ﻭﻗﺼﻭﺭ ﻓﻲ ﺤﻴﺎﺘﻬﻥ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﺘﻔﺴﺭ )ﻴﻭﻨﻎ( ﺫﻟﻙ ﺒﺎﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻟﺭﺠﺎل ﻭﺍﻟﻨﺴﺎﺀ‬
‫ﻴﺩﻤﻨﻭﻥ ﺒﺎﻟﺩﺭﺠﺔ ﻨﻔﺴﻬﺎ ﻟﻜﻥ ﺒﺤﺴﺏ ﺍﻟﻤﻭﺍﻗﻊ ﺍﻟﻤﻔﻀﻠﺔ ﺍﻟﺘﻲ ﺘﺘﻼﺌﻡ ﻤﻊ ﺍﻟﺼﻭﺭ ﺍﻟﻨﻤﻁﻴﺔ ﻟﻜل‬
‫ﺠﻨﺱ ﻤﻨﻬﻡ )ﻤﻌﻴﺠل ﻭﺒﺭﻴﺴﻡ‪ ،(2016 ،‬ﺇﻻ ﺃﻥ ﺩﺭﺍﺴﺔ ﺴﻤﺎﺤﺔ )‪ (2019‬ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﺘﻭﺘﺭ ﻭﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻋﻠﻰ )‪ (462‬ﻁﺎﻟﺏ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﻁﺏ ﺒﻠﺒﻨﺎﻥ‪،‬‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ )‪.(Samaha et al, 2019‬‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺍﻨﻪ ﻗﺩ ﻴﻜﻭﻥ ﻤﻌﺩل ﺍﻨﺘﺸﺎﺭ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﺍﻹﻨﺎﺙ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻟﻡ ﻴﺘﻡ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﺤﺩﺩﺓ ﻟﺘﻘﻴﻴﻡ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻬﺭﻤﻭﻨﺎﺕ ﺍﻟﺠﻨﺴﻴﺔ‪ ،‬ﻤﺜل‬
‫ﺍﻹﺴﺘﺭﻭﺠﻴﻥ )ﻜﻤﺎ ﻓﻲ ﺇﺩﻤﺎﻥ ﺍﻟﻤﺨﺩﺭﺍﺕ( ﺃﻭ ﻫﺭﻤﻭﻥ ﺍﻟﺘﺴﺘﻭﺴﺘﻴﺭﻭﻥ )ﻜﻤﺎ ﻫﻭ ﺍﻟﺤﺎل ﻓﻲ‬
‫ﺍﻟﻘﻤﺎﺭ ﺍﻟﻤﺭﻀﻲ( ﻗﺩ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻟﻤﻴل ﻟﻘﻀﺎﺀ ﻭﻗﺕ ﻁﻭﻴل ﻓﻲ ﺘﺼﻔﺢ ﺍﻻﻨﺘﺭﻨﻴﺕ ) ‪Fattore et‬‬

‫‪.(al, 2014‬‬

‫‪402‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬

‫‪ .8‬ﺨﺎﺘﻤﺔ‪:‬‬
‫ﺘﺤﺘل ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﺭﺤﻠﺔ ﺤﺭﺠﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺠﻴل ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺤﻴﺙ ﻴﻤﻴل ﺍﻟﻁﻼﺏ ﺇﻟﻰ‬
‫ﺘﺒﻨﻲ ﻭﺘﻌﺯﻴﺯ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﻏﻴﺭ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﺴﻠﺒﺎ ﻋﻠﻰ ﺭﻓﺎﻫﻴﺘﻬﻡ‬
‫ﻭﺼﺤﺘﻬﻡ ﻭﺩﺭﺍﺴﺘﻬﻡ‪ ،‬ﻭﻤﻥ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﺴﻠﻭﻜﺎﺕ "ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ"‪ ،‬ﻭﺘﻡ ﺍﻟﺘﻭﺼل ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻤﺘﻭﺴﻁ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل‬
‫ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﻤﺴﺘﻭﻯ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﺒﻌﺎ ﻟﻠﺠﻨﺱ )ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ(‪.‬‬
‫ﻭﻋﻠﻴﻪ ﺘﻡ ﺍﻗﺘﺭﺍﺡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ‪ ،‬ﺃﻫﻤﻬﺎ‪ :‬ﺘﻔﻌﻴل ﺩﻭﺭ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)ﺍﻷﺴﺭﺓ‪ ،‬ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺍﻹﻋﻼﻡ( ﻓﻲ ﺍﻟﺘﻭﻋﻴﺔ ﺒﻤﺨﺎﻁﺭ ﺍﻹﺩﻤﺎﻥ‬
‫ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‪ ،‬ﻭﺇﺩﺭﺍﺝ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻀﻤﻥ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﻨﺸﺌﺔ ﺃﺠﻴﺎل‬
‫ﻤﻠﺘﺯﻤﺔ ﺼﺤﻴﺎ‪.‬‬
‫‪ .9‬ﻗﺎﺌﻤﺔ ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺍﺒﺭﻴﻌﻡ‪ ،‬ﺴﺎﻤﻴﺔ )‪ .(2015‬ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻌﺯﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻋﺩﺩ‪231-215 :20‬‬
‫ﺍﺒﺭﻴﻌﻡ‪ ،‬ﺴﺎﻤﻴﺔ )‪ .(2015‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﻏﺘﺭﺍﺏ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻤﺠﻠﺔ ﻋﻠﻭﻡ‬
‫ﺍﻹﻨﺴﺎﻥ ﻭ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻋﺩﺩ ‪.240-215 :15‬‬
‫ﺃﺭﻨﻭﻁ‪ ،‬ﺒﺸﺭﻱ ﺇﺴﻤﺎﻋﻴل‪ .(2007) ،‬ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ ‪. 96-33 :(55) .‬‬
‫ﺒﻭﺭﺤﻠﺔ‪ ،‬ﺴﻠﻴﻤﺎﻥ‪ .(2019) ،‬ﺃﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻟﻘﻴﻡ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﺍﻟﺠﺯﺍﺌﺭﻴﻴﻥ‪،‬‬
‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﻟﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ ﻭﺍﻟﺭﺃﻱ ﺍﻟﻌﺎﻡ‪392-370 :(02)2 .‬‬
‫ﺤﻤﻭﺩﺓ‪ ،‬ﺴﻠﻴﻤﺔ‪ .(2015) .‬ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‪-‬ﺍﻀﻁﺭﺍﺏ ﺍﻟﻌﺼﺭ‪ .-‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ .‬ﺍﻟﻌﺩﺩ‪224-213 :21‬‬
‫ﺩﺭﺍﺤﻲ‪ ،‬ﺍﺒﺘﺴﺎﻡ‪ .(2020) .‬ﺘﺄﺜﻴﺭ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻟﻠﺸﺒﺎﺏ ﺍﻟﺠﺯﺍﺌﺭﻱ‪ .‬ﻤﺠﻠﺔ ﺍﻟﻤﻌﻴﺎﺭ‪650-631 :(50) 24 .‬‬
‫ﺩﻏﺒﻭﺝ‪ ،‬ﻭﻟﻴﺩ‪ .(2017) .‬ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻻﻨﺤﺭﺍﻓﻲ ﻟﺩﻯ‬
‫ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‪ .‬ﻤﺠﻠﺔ ﺘﻁﻭﻴﺭ ﻟﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪42-25 :(03)10 .‬‬

‫‪403‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 05‬ﺠﻭﺍﻥ ‪2021‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻨﺴﻴﻤﺔ ﻁﺒﺎﺱ ؛ ﺨﺩﻴﺠﺔ ﻤﻼل‬

‫ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬.(2014) .‫ ﺃﻤل ﺒﻨﺕ ﻋﻠﻲ ﺒﻥ ﻨﺎﺼﺭ‬،‫ﺍﻟﺯﻴﺩﻱ‬

‫ ﺴﻠﻁﻨﺔ‬.‫ ﺠﺎﻤﻌﺔ ﻨﺯﻭﻱ‬.‫ ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ‬.‫ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﻨﺯﻭﻱ‬
‫ﻋﻤﺎﻥ‬
‫ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﻋﻼﻗﺘﻪ ﺒﺄﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ‬.(2016) .‫ ﻓﻬﺩ ﺒﻥ ﻋﻠﻲ‬،‫ﺍﻟﻁﻴﺎﺭ‬
446-404 :(03)5 .‫ ﺍﻟﻤﺠﻠﺔ ﺍﻟﺩﻭﻟﻴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ‬.‫ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‬
‫ ﺇﺩﻤﺎﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬.(2010) .‫ ﺴﻠﻁﺎﻥ ﻋﺎﺌﺽ ﻤﻔﺭﺡ‬،‫ﺍﻟﻌﺼﻴﻤﻲ‬
‫ ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﻟﻠﻌﻠﻭﻡ‬.‫ ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬.‫ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ‬
‫ﺍﻷﻤﻨﻴﺔ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ‬-‫ ﻤﻘﺎﺭﺒﺔ ﻟﺒﻌﺽ ﺍﻵﺜﺎﺭ ﺍﻟﻨﻔﺴﻭ‬.(2019) .‫ ﻋﺒﺩ ﺍﻟﺴﻼﻡ‬،‫ ﻤﺭﻴﻡ ﻭﻨﻌﻤﻭﻥ‬،‫ﻏﻀﺒﺎﻥ‬
-40 .(2) 5 .‫ ﻤﺠﻠﺔ ﻤﻴﻼﻑ ﻟﻠﺒﺤﻭﺙ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬.‫ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺇﺩﻤﺎﻥ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺯﺍﺌﺭﻱ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‬
61
‫ ﺇﺩﻤﺎﻥ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﻭﺍﻓﻕ‬.(2020) .‫ ﺼﺎﺭﺓ‬،‫ ﺤﻠﻴﻤﺔ ﻭﺤﻤﺭﻱ‬،‫ﻤﺯﻏﺭﺍﻨﻲ‬
632-605 :(02)5 .‫ ﻤﺠﻠﺔ ﺍﻟﺠﺎﻤﻊ‬.‫ﺍﻟﺸﺨﺼﻲ ﻭﺍﻻﺴﺭﻱ ﻟﺩﻯ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ ﺍﻹﺩﻤﺎﻥ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ‬.(2016) .‫ ﻋﻠﻲ ﻋﺒﺩ ﺍﻟﺤﺴﻥ‬،‫ ﺴﻬﺎﻡ ﻤﻁﺸﺭ ﻭﺒﺭﻴﺴﻡ‬،‫ﻤﻌﻴﺠل‬
(24) 12 .‫ ﻤﺠﻠﺔ ﺃﺒﺤﺎﺙ ﻤﻴﺴﺎﻥ‬.‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﻜﻴﻑ‬.(2018) .‫ ﺠﻤﻴﻠﺔ‬،‫ ﺨﺩﻴﺠﺔ ﻭﺒﻥ ﻋﻤﻭﺭ‬،‫ﻤﻼل‬
.168-153 :(01)2 .‫ ﻤﺠﻠﺔ ﺭﻭﺍﻓﺩ‬.‫ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬
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