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学习倦怠和互联网成风险之间的因果关系:一个适度调解模型
Yao Qin1, Shun Jia Liu2, Xin Long Xu3,4
1School of Educational Sciences, Hunan Normal University, Changsha, 410081 China.
学习倦怠增加了互联网成风险 (IAR). 欧戴蒙式的导向和自我控制系统影响了这种关系,为干预提供了洞察力.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 行为科学 行为科学
背景情况:
- 学习倦怠是学生们日益关注的一个问题.
- 互联网成风险 (IAR) 对青少年福祉构成重大挑战.
- 了解心理因素和IAR之间的相互作用至关重要.
研究的目的:
- 为了调查自我控制,eudaimonic导向,学习倦怠和IAR之间的联系.
- 检查冲动和控制系统的调解作用.
- 为了探索eudaimonic导向的温和效应.
主要方法:
- 横截面研究设计. 截面研究设计.
- 统计分析以评估直接,介导和缓解效应.
- 专注于中学学生.
主要成果:
- 学习倦怠显著和积极地预测了IAR.
- 冲动和控制系统调解了学习倦怠和IAR之间的关系.
- 欧达摩尼性取向调节了学习倦怠和IAR之间的关系,以及冲动系统的调解作用.
结论:
- 自制和eudaimonic导向是理解和减轻IAR的关键因素.
- 这些发现为将学习倦怠与IAR联系在一起的机制提供了细微的理解.
- 在中学学生中开发针对IAR的干预措施的实际含义.
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