高职学前教育专业学生手机成瘾对学习倦怠的影响:核心自我评价的中介作用
Influence of mobile phone addiction on learning burnout of preschool education students in higher vocational colleges:the mediation of core self-evaluation
袁文萍 1马磊1
作者信息
- 1. 广东茂名幼儿师范专科学校教育科学学院,广东茂名 525000
- 折叠
摘要
目的 探讨手机成瘾、核心自我评价与学习倦怠三者之间的关系,以及核心自我评价在手机成瘾和学习倦怠间的中介作用.方法 采用智能手机成瘾量表、核心自我评价量表、学习倦怠量表对 1 238 名高职学前教育专业在校学生进行了问卷调查.结果 ①核心自我评价分别与手机成瘾、学习倦怠呈负相关(r=-0.477,P<0.01;r=-0.662,P<0.01);手机成瘾和学习倦怠呈正相关(r=0.556,P<0.01);②核心自我评价在手机成瘾和学习倦怠间起部分中介作用,中介效应值为 0.23,在总效应中的占比为 44.12%.结论 手机成瘾不仅能够直接影响学习倦怠,还能够通过核心自我评价的中介间接对学习倦怠产生影响.
Abstract
Objective To study the effect of mobile phone addiction on learning burnout,and explore the mediating role of core self-evaluations.Methods A total of 1 238 students in higher vocational students were investigated by the Smartphone Addiction Scale for College Students(SAS-C),the Core Self-Evaluations Scale(CSES)and the Learning Burnout Scale(LBS).Results ①Pearson correlation analysis showed that core self-evaluation negatively correlated with mobile phone addiction and learning burnout(r=-0.477,P<0.01;r=-0.662,P<0.01),mobile phone addiction positively correlated with learning burnout(r=0.556,P<0.01).② Core self-evaluation played a partial mediation role between mobile phone addiction and learning burnout,with a mediation effect value of 0.23,accounting for 44.12%of the total effect.Conclusion Mobile phone addiction can not only directly affect learning burnout,but also indirectly affect learning burnout through the mediation of core self-evaluation.
关键词
教育,专业/科技成瘾/智能手机/自我评估/学习倦怠Key words
Education,professional/Technology addiction/Smartphone/Core self-assessment/Learning burnout引用本文复制引用
基金项目
广东省教育科学规划课题(2021GXJK572)
广东省教育科学规划课题(2022GXJK648)
出版年
2024
NETL
NSTL
维普
万方数据