给予父母自主权,同龄人的依恋和中国青少年问题性互联网使用:学校气候的温和效应
Yu-Qi Wu1, Pei Chen1, Sheng-Nan Li1
1Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Higher Education Mega Center, No. 230 Outer Ring West Road, Panyu District, Guangzhou City, Guangdong Province, China.
Child psychiatry and human development
|March 27, 2024
概括
父母授予自主权对青少年有问题的互联网使用 (PIU) 有影响,同行依恋作为关键调解者. 一个积极的学校气候加强了这些协会,为PIU预防策略提供了见解.
科学领域:
- 心理学 心理学 心理学
- 青少年发展 青少年发展
- 数字媒体研究 数字媒体研究
背景情况:
- 给予父母自主权与青少年问题性互联网使用 (PIU) 有关.
- 潜在的心理机制和环境调节者需要进一步研究.
- 生态系统理论为理解这些复杂的关系提供了一个框架.
研究的目的:
- 检查同行依恋的调解作用.
- 为了研究学校气候的调节作用.
- 阐明连接父母自主权授予青少年PIU的途径.
主要方法:
- 这是一项两波纵向研究,在中国对852名青少年进行.
- 通过自我报告问卷收集的关于父母自主权的授予,同行依恋,学校气候和PIU的数据.
- 统计分析来测试调解和调节效应.
主要成果:
- 同龄人依恋显著调解了父母授予自主权和青少年PIU之间的关系.
- 一个积极的学校气候缓和了父母授予自主权的同行依恋链接和同行依恋-PIU链接.
- 这些关联在积极的学校气候中更强烈.
结论:
- 同龄人依恋是父母授予自主权和青少年PIU之间的联系的关键调解者.
- 学校的气候起着重要的调节作用,强调了支持性的教育环境的重要性.
- 结果为旨在减少青少年PIU的干预提供了见解.
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