1- PhD student, Department of Sociology, Bu.C., Islamic Azad University, Bushehr, Iran
2- Associate Professor, Department of Sociology, Bu.C., Islamic Azad University, Bushehr, Iran ,3549634749@iau.ir
3- Associate Professor, Department of Dramatic Literature, Bu.C., Islamic Azad University, Bushehr, Iran
2- Associate Professor, Department of Sociology, Bu.C., Islamic Azad University, Bushehr, Iran ,
3- Associate Professor, Department of Dramatic Literature, Bu.C., Islamic Azad University, Bushehr, Iran
Abstract: (30 Views)
Objective: This study aimed to explore the themes and categories of television programs that influence social vitality from the perspective of students’ lived experiences.
Methods: The research population consisted of undergraduate, graduate, and doctoral students in public and private universities in Bushehr Province. Using purposive sampling with maximum diversity, 15 participants were selected to represent a wide range of experiences based on academic field, educational level, gender, age, and television consumption patterns. Data were collected through in-depth semi-structured interviews until theoretical saturation was achieved. Thematic analysis was conducted following Braun and Clarke's six-phase thematic analysis framework, using MAXQDA software. The trustworthiness of the data was ensured through Lincoln and Guba’s criteria of credibility, transferability, dependability, and confirmability.
Results: Findings revealed two overarching domains of influence: Psycho-emotional effects, Television programs affected students’ moods, energy levels, and emotional states. Some programs promoted optimism and reduced anxiety, while others disrupted sleep patterns and contributed to negative moods. Social-interactional effects, certain television content influenced students’ social behaviors, including their motivation for social gatherings, communication skills, and approaches to friendship formation.
Conclusions: Television programs play a significant role in shaping both the emotional well-being and social interactions of students. The results highlight the dual potential of television content to enhance or hinder social vitality, underscoring the importance of program quality and content in fostering positive psychosocial outcomes.
Methods: The research population consisted of undergraduate, graduate, and doctoral students in public and private universities in Bushehr Province. Using purposive sampling with maximum diversity, 15 participants were selected to represent a wide range of experiences based on academic field, educational level, gender, age, and television consumption patterns. Data were collected through in-depth semi-structured interviews until theoretical saturation was achieved. Thematic analysis was conducted following Braun and Clarke's six-phase thematic analysis framework, using MAXQDA software. The trustworthiness of the data was ensured through Lincoln and Guba’s criteria of credibility, transferability, dependability, and confirmability.
Results: Findings revealed two overarching domains of influence: Psycho-emotional effects, Television programs affected students’ moods, energy levels, and emotional states. Some programs promoted optimism and reduced anxiety, while others disrupted sleep patterns and contributed to negative moods. Social-interactional effects, certain television content influenced students’ social behaviors, including their motivation for social gatherings, communication skills, and approaches to friendship formation.
Conclusions: Television programs play a significant role in shaping both the emotional well-being and social interactions of students. The results highlight the dual potential of television content to enhance or hinder social vitality, underscoring the importance of program quality and content in fostering positive psychosocial outcomes.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/03/25 | Accepted: 2025/05/5 | Published: 2025/09/1
Received: 2025/03/25 | Accepted: 2025/05/5 | Published: 2025/09/1
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