提高学术自我效能,减少青少年不受监控的互联网使用和抑郁情绪
Shiling Huang1, Xian Li1, Shih-Han Chen1
1State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China.
Heliyon
|January 8, 2024
概括
积极的学校环境和教师支持可以减少青少年不受监督的互联网使用和抑郁症. 学术自我效能调解了这些影响,突出了它对年轻人的心理健康的重要性.
科学领域:
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
- 心理健康研究 心理健康研究
背景情况:
- 青少年面临着不监控的互联网使用和抑郁症的挑战.
- 干预措施通常旨在减少这些特定风险结果.
- 了解学校在青少年福祉中的作用至关重要.
研究的目的:
- 调查与学校相关的因素 (教师,同龄人,学者) 对青少年无监控互联网使用和抑郁症的影响.
- 探索学术自我效能的调解作用.
- 为促进青少年健康发育的策略提供信息.
主要方法:
- 来自中国教育小组调查 (CEPS) 的9297名学生的横截面数据分析.
- 结构方程建模 (SEM) 使用LISREL 8.80.0.
- 蒙特卡洛重抽样用于中介效应的确认.
主要成果:
- 教师的批评和负面的同龄人与不监控的互联网使用和抑郁症的增加有关.
- 学业压力加剧了抑郁症.
- 教师的赞美和积极的同龄人显示出保护作用.
- 学术自我效能在很大程度上调解了学校因素和风险结果之间的关系.
结论:
- 学校在缓解青少年不受监控的互联网使用和抑郁症方面发挥着至关重要的作用.
- 培养积极的学校气候和提高学术自我效能是关键.
- 建议包括教师反培训和体育活动计划,以提高自我效能和心理健康.
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