Akram Ansari; Vahid Fallah; Mohammad Salehi
Abstract
Purpose: This research was conducted with the aim of the impact of culture shock on the interpersonal relationships of physical education students in Mazandaran province in order to present a model.
Methodology: The research method was practical in terms of purpose and quantitative in terms of data ...
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Purpose: This research was conducted with the aim of the impact of culture shock on the interpersonal relationships of physical education students in Mazandaran province in order to present a model.
Methodology: The research method was practical in terms of purpose and quantitative in terms of data collection and was carried out in a field form. The statistical population of this research included all the physical education students of the free and state universities of Mazandaran province, who were selected as a statistical sample according to the criteria of the minimum sample size required in the factor analysis, based on stratified random method. In order to collect the data, the questionnaire made by the cultural shock researcher and the interpersonal relations questionnaire of Mahmoudi et al. (2015) were used. The validity of the questionnaire was confirmed in terms of content and structure. Composite reliability, divergent and convergent validity were used for the reliability test. Also, in order to analyze the data, spss and Amos software were used.
Findings: According to the results of culture shock, there is a significant negative direct effect on the interpersonal relationships of Mazandaran university students (Sig=0.001, t=-6.896) with the path coefficient (β=-0.703).
Conclusion: The results showed that the interpersonal stress component, the cultural distance component, the interpersonal distance component, the sadness component, the moral distance component, the psychological-physical pressure component and the confusion component have a significant negative effect on students' interpersonal relationships, but the effect of the rejection component Stress, anxiety, and fatigue were not significant on students' interpersonal relationships.
