Objective: Social networks are a consequential and debatable topic in societies, and it is important to study these new platforms. Furthermore, addressing how the use of cyberspace affects thinking and learning is of particular importance. Therefore, the present study aimed to identify the relationship between the thinking styles of students at Ferdowsi University of Mashhad, based on the Six Thinking Hats technique, and the various dimensions of their interaction with social networks
Method: This was an applied, survey-based study. The statistical population included all undergraduate, master's, and doctoral students enrolled in the second semester of the 2024-2025 academic year (1403-1404 SH). The sample size was determined to be 376 individuals using Cochran's formula and was selected through stratified random sampling. The data collection tools were the Six Thinking Hats questionnaire and a researcher-developed social network interaction questionnaire (dimensions: usage level, dependence, trust, and attitude). The validity of the questionnaires was confirmed by experts, and their reliability was approved using Cronbach's alpha. The data were analyzed using SPSS software and appropriate statistical tests
Findings: The data analysis revealed that students' usage level, trust, and dependence on social networks were below the midpoint, and their attitude towards this space was at a moderate and balanced level. Additionally, in the examination of thinking styles, it was found that the mean score for all hats was above the midpoint, with the highest ranks belonging to the Yellow| (Benefits), Red (Emotions), and White (Facts) hats, and the lowest rank to the Blue (Processes) hat. The results of the regression analysis also showed that in the dimension of social network usage, the White, Green (Creativity), and Black (Cautions) hats had a negative relationship, while the Blue (Processes) hat was a positive predictor. In contrast, the Yellow| (Benefits), Red (Emotions), hats did not play a significant role. In the dimension of dependence, the White (Facts) and Black (Cautions) hats had an inhibitory effect, while the Blue (Processes) hat showed a positive relationship; the Yellow ((Benefits), Green (Creativity), and Red (Emotions) hats had no significant effect in this regard. For the dimension of trust, the White (Facts) hat had a negative relationship and the Red (Emotions) and Blue (Processes) hats had a positive relationship, but the Yellow (Benefits), Green (Creative), and Black (Processes) hats showed no effect. In the dimension of positive attitude, only the Blue (Processes) hat was able to play a significant predictive role, while the other hats lacked a significant relationship.
Conclusion: Students' ways of thinking, along with their individual and cultural conditions, may play a role in shaping how they interact with social networks. Accordingly, behavior in this space may not depend on a single specific reason but rather is formed from a combination of cognitive, emotional, and cultural factors. Such an understanding can serve as a reminder that the perception of social phenomena will be more accurate when they are examined with a multidimensional view and from various angles.