رابطۀ کنش ارتباطی و سرمایۀ اجتماعی با گرایش به دروغگویی در میان دانشجویان

دروغگویی امری اجتماعی است؛ زیرا در روابط انسانی و اجتماعی تحقق می‌یابد. ما همیشه با تصور حضور و وجود دیگری دروغ می‌گوییم. دروغگویی پدیدۀ فرهنگی و منفی اجتماعی از صفات ناپسند اخلاقی است که متاسفانه امروزه بین افراد جامعه به‌طور شایع مشاهده می‌شود. هدف این پژوهش، بررسی رابطۀ بین سرمایه‌ها و کنش ارتباطی با گرایش به دروغگویی است. روش پژوهش، توصیفی همبستگی و جامعۀ آماری آن دانشجویان دانشگاه آزاد اسلامی‌ واحد تبریز با حجم نمونۀ 375 نفر است که به روش تصادفی طبقه‌ای انتخاب شدند. داده‌ها با استفاده از پرسش‌نامه‌ای که اعتبار آن به روش محتوایی و صوری و پایایی آن با آلفای کرونباخ محاسبه شد، گردآوری شدند. در چارچوب نظری پژوهش از نظریه‌های بوردیو و هابرماس.بهره گرفته و برای تحلیل داده‌ها از نرم‌افزار spss وamos استفاده شد. نتایج ضریب همبستگی پیرسون نشان داد بین گرایش به دروغگویی با سرمایۀ اجتماعی (r=0/179 و p=0/001) و کنش ارتباطی (e=0/119 و p=0/021) رابطۀ معکوس و معنی‌داری وجود دارد و بین متغیرهای زمینه‌ای (جنس، سن، وضعیت تاهل و سطح تحصیلات) پاسخگویان و گرایش به دروغگویی رابطۀ معنی‌داری وجود ندارد (05/0>p).

The Relationships of Communication Action and Social Capital with Lying Tendencies among Students

Introduction:Lying is a false and deliberate statement to mislead another person and try to make him/her believe it. There are all kinds of lies among students, from everyday compliments to dissertation writing. In Iran, research on the Iranian people’s characteristic of lying is in the first place. In this research, the question of what the roles of communication action and social capital in Iranian students’ tendency to lie are was addressed. Accordingly, the theories of Habermas, Weber, Simmel, etc. and those of Putnam and Bourdieu were discussed in the fields of communication action and social capital, respectively.  Materials Methods:This research was of an applied survey. The statistical population included 16,632 students studying in the Islamic Azad University, Tabriz branch, in 2019. Using Cochran’s formula, 375 students were selected as the statistical sample. A stratified sampling method was applied. SPSS and Amos software was utilized for data analysis. The data were collected through researchermade questionnaires, the formal validity (as high as 0.94) and reliability (higher than 0.7) of which were ensured by using the teachers’ judgments and Cronbach’s alpha, respectively. After preparing the indicators, a preliminary study of 30 students was conducted. The social capital and communication action questionnaires of 27 and 14 questions were made based on a 5point Likert scale, respectively. The questions related to lying tendency were extracted from the Questionnaires prepared by Hart et al. (2019). To measure this variable, 45 questions were used based on the 7point Likert scale. Discussion of Results Conclusions: In this study, there was a significant inverse relationship between communication action and the students’ tendencies to lie. The higher the students’ communication skills were, the less they intended to lie Khodamoradi (1397). The results of the correlation between the variables of lying tendency and the students’ communication action (0.119) and social capital (0.179) showed that there was a significant inverse relationship between the mentioned variables. Independent means of the ttest were used to compare the relationships of the students’ lying tendencies with their communication action and social capital based on their genders.The results revealed that the tendency to lie was not different among them, but their communication actions were different based on gender; the male students had a stronger communication action than the female students (T=2.916, SIG=0.0.004). Also, no significant difference was observed between lying tendency and social capital based on gender (T=0.074, SIG=0.941). Path analysis was used to investigate the effects of social capital and communication action on lying tendency. Predictor variables were applied to estimate the parameters obtained from the relationships. To determine the fit of the proposed model with the data, a combination of fit indices (X2=120.87, df=56, CFI=0.778, GFI=0/950, and RMSEA=0.056) was utilized and a suitable model was achieved. Regarding the interaction of communication action with social capital and their roles in Iranian students’ tendencies to lie, it can be said that the act of communication has been used in the analyses related to the discussion of social capital. In fact, social capital researchers have placed the act of communication at the heart of their discourses on social capital. Different forms of social capital affect beliefs and believers and their trust behaviors, as well as communication action that leads to individuals’ better performance. If we want to spread honesty and truthfulness among students, we must say that saying such things as &Do not lie and be honest!& will not work although advice is useful. In the current situation, we expect honesty from institutions and should develop a trusting relationship in the society.