学业自我妨碍与中学生手机成瘾的关系:有调节的中介模型  

The Relationships of Academic Self-handicapping on Junior Student’s Mobile Phone Addiction: A Moderated Mediation Model

作　　者：李冰冰 张昀 杨强[1] 叶宝娟[1] 王书荣 李智慧 陈智楠 LI Bing-bing;ZHANG Yun;YANG Qiang;YE Bao-juan;WANG Shu-rong;LI Zhi-hui;CHEN Zhi-nan(Research Center of Mental Health Education,Research Center of Preschool Education,School of Psychology,School of Education,Jiangxi Normal University,Nanchang 330022,China;School of Animation and Digital Arts,Communication University of Zhejiang,Hangzhou 310018,China;Wangcun Middle School,Zhoucun District,Zibo 255311,China)

机构地区：[1]江西师范大学心理健康教育研究中心,学前教育研究中心,心理学院,教育学院,南昌330022 [2]浙江传媒学院动画与数字艺术学院,杭州310018 [3]淄博周村区王村中学,淄博255311

出　　处：《中国临床心理学杂志》2022年第2期310-313,共4页Chinese Journal of Clinical Psychology

基　　金：江西省教育科学规划项目(20YB029);江西省教育厅科学技术研究项目(GJJ200306);江西省高校人文社会科学重点研究基地项目(JD20068)。

摘　　要：目的:考察学业自我妨碍与中学生手机成瘾的关系以及学习倦怠、家庭亲密度在其中的作用。方法:采用学业自我妨碍量表、手机成瘾量表、学习倦怠量表和家庭亲密度量表对1505名中学生进行调查。结果:①学习倦怠部分中介了学业自我妨碍与中学生手机成瘾间的关系。②家庭亲密度调节了学业自我妨碍和学习倦怠间的关系。对家庭亲密度较高的中学生,学业自我妨碍对学习倦怠的影响更显著。结论:学业自我妨碍对中学生手机成瘾的影响是有调节的中介效应。Objective: To explore the relationship between academic self-handicapping and junior student’s mobile phone addiction. Methods: 1505 junior students were recruited. They completed questionnaires of academic self-handicapping, mobile phone addiction, academic burnout, and family cohesion. Results:①Academic burnout partially mediated the effect of academic self-handicapping on mobile phone addiction.②Family cohesion moderated the relationship between academic self-handicapping and academic burnout. For junior students with high level of family cohesion, academic self-handicapping had a more significant effect on academic burnout. Conclusion: The effect of academic self-handicapping on junior students’ mobile phone addiction was moderated mediating effect.

关 键 词：学业自我妨碍 手机成瘾 学习倦怠 家庭亲密度 

分 类 号：R395.2[哲学宗教—心理学]