学生的自我控制,家长的干预,教师的调解和智能手机成之间的关系
Shr-Jya Chen1, Ying-Mei Tsai1, Chih-Chao Hsu2
1Graduate Institute of Education, Tunghai University, Taiwan.
Acta psychologica
|October 20, 2025
概括
学生的自我控制是管理智能手机成的关键,比父母或老师的干预更重要. 通过教育培养自我控制比外部监管更有效.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 媒体心理学 媒体心理学
背景情况:
- 智能手机成是青少年日益关注的问题.
- 了解影响智能手机成的因素对于干预至关重要.
- 自制,家长干预和教师调解的作用需要进一步研究.
研究的目的:
- 检查中学生自我控制,家长干预,教师调解和智能手机成之间的关系.
- 确定个人 (自我控制) 与外部 (家长,教师) 因素对智能手机成的相对影响.
- 探索家长的干预和教师的调解如何调节自我控制和智能手机成之间的联系.
主要方法:
- 采用了一个调查研究设计.
- 1668名台湾中学生参与了这项研究.
- 使用等级回归分析来分析数据.
主要成果:
- 性别和年级水平与智能手机成没有显著的相关性.
- 自制表现出了与智能手机成最强的负面关联 (β = -0.55).
- 父母干预 (β = 0.11) 和教师调解显示,与智能手机成的关联较弱.
- 自制和智能手机成之间的负相关性在父母干预和教师调解较低的学生中更强.
结论:
- 学生的自我控制是减轻智能手机成的更重要因素,而不是外部干预.
- 旨在加强自我控制的教育举措可能比仅仅依赖父母或教师监管更有效.
- 干预措施应考虑个人自我调节技能和外部支持系统之间的相互作用.
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