本科生简短的形式视频成和学习倦怠关联涉及焦虑症状和应对风格适度
1School of Foreign Language, Suzhou University of Technology, Changshu, China.
Scientific reports
|July 7, 2025
概括
大学生对短视频的成与焦虑和学习倦怠有关. 负面的应对方式可能会加剧这种情况,强调需要综合数字素养和心理健康支持.
科学领域:
- 心理学 心理学 心理学
- 数字媒体研究 数字媒体研究
- 教育教育教育教育教育教育.
背景情况:
- 短视频在社交媒体上普遍存在,这引发了人们对潜在的成行为的担忧.
- 大学生是短视频消费的关键人口,需要研究相关的心理影响.
- 了解数字习惯,心理健康和学业表现之间的相互作用至关重要.
研究的目的:
- 研究大学生中短视频成,焦虑症状,应对方式和学习倦怠之间的关系.
- 检查焦虑症状在短视频成和学习倦怠之间的联系中扮演的调解角色.
- 探索应对方式如何调节短视频成和学习倦怠之间的关系.
主要方法:
- 在523名大学生中进行了便利抽样.
- 利用验证的问卷工具来衡量短视频成,焦虑,应对方式和学习倦怠.
- 使用回归分析和PROCESS宏观 (模型 5) 进行调解和调节调解分析.
主要成果:
- 短视频成与学习倦怠和焦虑症状有显著的积极关联.
- 发现焦虑症状调解了短视频成和学习倦怠之间的关系.
- 负面的应对方式显著减弱了短视频成和学习倦怠之间的联系.
结论:
- 干预措施应将数字素养与心理健康服务相结合,以减轻成风险.
- 对积极应对策略的有针对性的培训对于防止学习倦怠至关重要.
- 解决焦虑和促进适应性应对机制是管理短视频使用影响的关键.
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