互联网成和社会支持在学习倦怠和情绪行为问题之间的联系返回的移民中学学生:一个连续的多个调解分析分析
Fengjiao Ran1, Rong Wu1, Yuan Luo2
1Department of Epidemiology and Health Statistics, School of Public Health, Guizhou Medical University, Guiyang, Guizhou, People's Republic of China.
BMC public health
|December 5, 2024
概括
较低的互联网成和更高的社会支持可以减少返回的移民学生经历学习倦怠的情绪行为问题. 干预措施应侧重于这些因素,以改善学生的福祉.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
背景情况:
- 返回的移民学生面临着独特的挑战,包括学习倦怠 (LB).
- 情绪行为问题 (EBP) 在这个人群中是一个重大问题.
- 互联网成 (IA) 和社会支持 (SS) 可能在调解这些问题方面发挥关键作用.
研究的目的:
- 探索在返回的移民中学学生学习倦怠和情绪行为问题之间的关系.
- 研究互联网成和社会支持在这种关系中的调解作用.
- 检查互联网成和社会支持对情绪行为问题和学习倦怠的连锁中介效应.
主要方法:
- 利用了来自"中国贵州省中学生健康状况调查"的数据.
- 样本包括2020年返回的移民中学学生.
- 使用验证的问卷 (SDQ,ASBI,IAT,SSS) 进行EBP,LB,IA和SS的评估.
- 采用序列多重调解分析和启动方法 (PROCESS模型 6).
主要成果:
- 异常或边缘EBP的患病率分别为11.9%和17.1%.
- 一个串行多重调解模型表明,IA和SS占从LB到EBP的路径的31.25%.
- 艾亚部分调解了LB和SS之间的协会.
结论:
- 较低的互联网成和更高的社会支持是降低LB返回的移民学生EBP的关键.
- 家长,学校和政府应该解决IA和SS问题,以防止EBP.
- 学生应该自我调节并建立社会支持网络,而不是依赖AI.
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