| 苟赟洁,孙崇勇,李凌璨,路丹丹,王楠青,白文峰.中学生学习压力和手机游戏沉迷的关系：自我控制的中介作用[J].四川精神卫生杂志,2022,35(1):52-56.Gou Yunjie,Sun Chongyong,Li Lingcan,Lu Dandan,Wang Nanqing,Bai Wenfeng,Relationship between academic pressure and mobile game addiction among middle school students： mediating role of self-control[J].SICHUAN MENTAL HEALTH,2022,35(1):52-56 |
| 中学生学习压力和手机游戏沉迷的关系：自我控制的中介作用 |
| Relationship between academic pressure and mobile game addiction among middle school students： mediating role of self-control |
| 投稿时间：2021-05-08 |
| DOI：10.11886/scjsws20210508002 |
| 中文关键词: 中学生 手机游戏沉迷 学习压力 自我控制 |
| 英文关键词:Middle school students Mobile game addiction Academic pressure Self-control |
| 基金项目:吉林省“十三五”教育科学规划课题（项目名称：中学生手机游戏沉迷问题与干预策略研究，项目编号：GH20183） |
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| 中文摘要: |
| 目的 探讨中学生学习压力、自我控制与手机游戏沉迷现状，并检验自我控制的中介作用。方法 采用方便抽样法纳入750名中学生为研究对象，均接受中学生学习压力问卷、简式自我控制量表（SCS）和手机游戏沉迷量表评定。采用PROCESS中介效应检验分析自我控制在中学生学习压力和手机游戏沉迷之间的中介作用。结果 共682名中学生完成调查。中学生学习压力问卷、SCS和手机游戏沉迷量表评分分别为（58.56±11.34）分、（38.42±6.94）分和（34.23±12.14）分；中学生学习压力问卷总评分及各维度评分与手机游戏沉迷量表总评分均呈正相关（r=0.189~0.259，P均<0.01），与SCS评分均呈负相关（r=-0.348~-0.196，P均<0.01）；手机游戏沉迷量表总评分及各维度评分与SCS评分均呈负相关（r=-0.336~-0.252，P均<0.01）。学习压力可以负向预测自我控制（β=-0.205，t=-9.288，P<0.01）以及正向预测手机游戏沉迷（β=0.281，t=7.084，P<0.01）；自我控制可负向预测手机游戏沉迷（β=-0.480，t=-7.238，P<0.01）。当自我控制作为中介变量加入时，学习压力对手机游戏沉迷的预测作用具有统计学意义（β=0.182，t=4.492，P<0.01）。结论 中学生学习压力、自我控制和手机游戏沉迷均处于中等偏下水平，自我控制在学习压力与手机游戏沉迷之间存在部分中介效应。 |
| 英文摘要: |
| Objective To explore the current status of academic stress， self-control and mobile game addiction among middle school students， and to test the mediating role of self-control.Methods A total of 750 middle school students were enrolled by convenient sampling method， and were assessed using Academic Pressure Questionnaire， Self-Control Scale （SCS） and Mobile Game Addiction Scale. Thereafter， the mediating effect of self-control on the association between academic stress and mobile game addiction was analyzed with PROCESS mediating effect test.Results A total of 682 middle school students completed the survey. The scores of Academic Pressure Questionnaire， SCS and Mobile Game Addiction Scale of the selected middle school students were （58.56±11.34）， （38.42±6.94） and （34.23±12.14）， respectively. The total score and each dimension score of Academic Pressure Questionnaire were positively correlated with the total score of Mobile Game Addiction Scale （r=0.189~0.259， P<0.01）， and negatively correlated with the SCS score （r=-0.348~-0.196， P<0.01）. The total score and each dimension score of Mobile Game Addiction Scale were negatively correlated with SCS score （r=-0.336~-0.252， P<0.01）. Academic stress could predict self-control negatively （β=-0.205， t=-9.288， P<0.01） and predict mobile game addiction positively （β=0.281， t=7.084， P<0.01）. Meantime， self-control could predict mobile game addiction negatively （β=-0.480， t=-7.238， P<0.01）. With self-control as a mediator variable， academic stress still significantly predicted the mobile game addiction （β=0.182， t=4.492， P<0.01）.Conclusion The academic pressure， self-control and mobile game addiction of middle school students are all at the lower middle level， moreover， self-control has a partial mediating effect between academic pressure and mobile game addiction. |
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