学业拖延对大学生手机依赖的影响:认知情绪调节策略和焦虑情绪的链式作用路径  

Influence of academic procrastination on college students'mobile phone dependence:the pathways of cognitive emotion regulation strategies and anxiety

作　　者：杨子默 高嘉成 马嘉怿 焦江丽 Yang Zimo;Gao Jiacheng;Ma Jiayi;Jiao Jiangi(School of Psychology,Shaanxi Normal University,Xi'an 710062,China;Xinjiang Key Laboratory of Mental Development and Learning Science,Urumqi 830017,China;Department of Psychology,Fudan University,Shanghai 200433,China;College of Psychology,Xinjiang Normal University,Urumqi 830017,China)

机构地区：[1]陕西师范大学心理学院,陕西西安710062 [2]新疆心智发展与学习科学重点实验室,新疆乌鲁木齐830017 [3]复旦大学心理学系,上海200433 [4]新疆师范大学心理学院,新疆乌鲁木齐830017

出　　处：《四川精神卫生》2025年第1期59-64,共6页Sichuan Mental Health

基　　金：新疆社科基金项目(项目名称:数字时代下青少年心理健康问题的形成机制、评估系统和网络干预研究,项目编号:2023CSH068);新疆维吾尔自治区高校科研计划培育类项目(项目名称:新疆青少年心理健康问题机制及网络干预对策研究,项目编号:XJEDU2023P081)。

摘　　要：背景 学业拖延、认知情绪调节策略、焦虑情绪和手机依赖之间关系密切,但目前学业拖延对大学生手机依赖影响的作用机制尚不清楚,且缺乏相应的作用路径研究。目的 探讨认知情绪调节策略和焦虑情绪在大学生学业拖延与手机依赖之间的作用路径,为预防和干预大学生手机依赖提供参考。方法 于2023年3月,采用随机抽样法,选取新疆师范大学474名本科生为研究对象。采用手机依赖指数(MPAI)、拖延评定量表-学生版(PASS)、贝克焦虑量表(BAI)以及认知情绪调节问卷中文版(CERQ-C)进行调查。采用Pearson相关分析考查各量表评分之间的相关性,采用Process 3.5分析认知情绪调节策略和焦虑情绪在大学生学业拖延与手机依赖之间的作用路径。结果 大学生PASS评分与CERQ-C消极认知情绪调节策略评分、BAI评分和MPAI评分均呈正相关(r=0.374、0.229、0.661,P均<0.01);CERQ-C消极认知情绪调节策略评分与BAI评分和MPAI评分均呈正相关(r=0.372、0.498,P均<0.01);BAI评分与MPAI评分呈正相关(r=0.340,P<0.01);消极认知情绪调节策略和焦虑情绪是大学生学业拖延与手机依赖之间的作用路径,效应值分别为0.094(95%CI:0.056~0.137)、0.013(95%CI:0.001~0.029);消极认知情绪调节策略和焦虑情绪是大学生学业拖延与手机依赖之间的链式作用路径,效应值为0.015(95%CI:0.006~0.026)。结论 学业拖延不仅可以直接影响大学生手机依赖,还可以通过消极认知情绪调节策略和焦虑情绪的独立作用路径以及消极认知情绪调节策略和焦虑情绪的链式作用路径影响手机依赖。Background It has been shown that academic procrastination,cognitive emotion regulation strategies,anxiety and mobile phone dependence are closely related,but the detailed mechanism by which academic procrastination contributes to mobile phone dependence remains largely unclear and mediation analysis is currently lacking.Objective To explore the mediation role of cognitive emotion regulation strategies and anxiety in the relationship between academic procrastination and mobile phone dependence among college students,so as to provide references for the prevention and intervention of college students′mobile phone dependence.Methods In March 2023,474 students from Xinjiang Normal University were selected by random sampling technique,and Mobile Phone Addiction Index(MPAI),Procrastination Assessment Scale-Students(PASS),Beck Anxiety Inventory(BAI)and Cognitive Emotion Regulation Questionnaire-Chinese version(CERQ-C)were used to conduct the survey.Pearson correlation analysis was adopted to examine the correlation among all variables,and Process 3.5 macro program was utilized to determine the mediation effect of cognitive emotion regulation strategies and anxiety on the relationship between academic procrastination and mobile phone dependence among college students.Results①PASS scores were positively correlated with the scores on CERQ-C negative cognitive emotion regulation strategy,BAI and MPAI(r=0.374,0.229,0.661,P<0.01),CERQ-C negative cognitive emotion regulation strategy scores were positively correlated with BAI and MPAI scores(r=0.372,0.498,P<0.01),and BAI scores were positively correlated with MPAI scores(r=0.340,P<0.01).②Both negative cognitive emotion regulation strategy and anxiety exerted an mediation effect on the relationship between academic procrastination and mobile phone dependence among college students,with an effect value of 0.094(95%CI:0.056~0.137)and 0.013(95%CI:0.001~0.029),and a chained mediation effect of negative cognitive emotion regulation strategy and anxiety on the relationship betw

关 键 词：学业拖延 认知情绪调节策略 焦虑情绪 手机依赖 

分 类 号：B844.2[哲学宗教—发展与教育心理学]