初中生感知学校氛围与网络游戏障碍:一个有调节的中介效应模型

Perceived School Climate and Internet Gaming Disorder in Junior School Students: A Moderated Mediation Model

目的:考察学习投入在初中生感知学校氛围与其网络游戏障碍(Internet gaming disorder,IGD)关系中的中介作用,以及该过程是否受冲动性水平的调节。方法:采用感知学校氛围问卷、学习投入量表、冲动性量表和网络游戏障碍问卷对1368名初中生进行调查。结果:1学习投入完全中介感知学校氛围与IGD的关系。2感知学校氛围通过学习投入影响IGD的中介路径受初中生冲动性水平的调节,即这一中介路径在高冲动性初中生群体中比在低冲动性初中生群体中更强。结论:积极的学校氛围是初中生IGD的重要保护性因子,而学习投入是其重要的内在中介机制,且这一机制受冲动性的调节。

Objective： To explore the mediating role of academic involvement in the relationship between perceived school climate and iuternet gaming disorder（IGD）, and whether this process is moderated by the level of impulsivity in ju- nior school students. Methods： 1368 junior school students were investigated with perceived school climate questionnaire, academic involvement scale, impulsive scale, JGD questionnaire. Results： ①The academic involvement played a full mediating role between school climate and IGD. ②This indirect path ＂school climate → academic involvement → IGD＂ was moderated by impulsivity. Specifically, the mediation path is more stronger in high impulsivity junior school population than junior school students in low impulse population. Conclusion： Positive school climate is a protective factor of IGD through the mediating role of acadcmic involvement. Further, this mediation model may be moderated by impulsivity in children.