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Journal of Education and Teaching 제2권 제4호.jpg
학술저널

大学生手机成瘾对学习倦怠的影响

自我控制的调节作用

为探讨大学生手机成瘾、自我控制与学习倦怠的关系及作用机制,本文采用大学生手机成瘾倾向量表、大学生学习倦怠量表、自我控制量表,对1077 名在校大学生进行实测并使用潜变量结构方程模型进行数据分析,结果发现:(1)手机成瘾与学习倦怠及其分维度均显著正相关,二者与自我控制及其分维度均显著负相关(P <0.001);(2)自我控制在手机成瘾与学习倦怠之间起到的调节作用显著(β =0.11,P <0.001);(3)在自我控制较高时,手机成瘾对学习倦怠的影响不显著(β =0.06,P >0.05);在自我控制较低时,手机成瘾对学习倦怠的影响显著(β =-0.16,P <0.001),随着手机成瘾程度的增强,学习倦怠在一定程度上有所降低,但自我控制较低的情况下始终具有较强的学习倦怠。大学生手机成瘾对学习倦怠具有正向影响,自我控制能调节手机成瘾与学习倦怠的关系。

To explore the relationship and mechanism of mobile phone addiction, self-control and learning burnout among college students, 1077 college students were measured by College Students’ Mobile Phone Addiction Tendency Scale, College Students’ Learning Burnout Scale and Self-Control Scale, and the data were analyzed by latent variable structural equation model in this paper. It finds that (1) Mobile phone addiction was positively correlated with learning burnout and its sub-dimensions, and negatively correlated with self-control and its sub-dimensions (P < 0.001). (2) Self-control played a significant moderating role between mobile phone addiction and learning burnout (β = 0.11, P < 0.001); (3) When self-control was high, mobile phone addiction had no significant effect on learning burnout (β = 0.06, P > 0.05). When self-control was low, mobile phone addiction had a significant effect on learning burnout (β = -0.16, P < 0.001). With the increase of mobile phone addiction, learning burnout decreased to a certain extent, but there was always strong learning burnout in the case of low self-control. College students’ mobile phone addiction has a positive impact on learning burnout, and self-control can regulate the relationship between mobile phone addiction and learning burnout.

Ⅰ.问题的提出

Ⅱ.研究设计

Ⅲ.研究结果

Ⅳ.结论与讨论

Ⅴ.研究启示

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