农村留守儿童希望感与学习倦怠的关系研究——基于手机依赖的中介作用

A study on Relationship among Hope,Mobile phone Dependence and Learning Burnout in Rural Left-behind Children

采用中学生希望感量表、中学生手机依赖量表、青少年学习倦怠量表对福建省1 037名农村儿童进行调查,考察农村留守儿童希望感对学习倦怠的影响以及手机依赖在其中的作用。结果表明:农村留守儿童学习倦怠总分以及低成就感得分显著高于非留守儿童(P<0.05),农村留守儿童手机依赖总分和戒断性、凸显性维度得分显著高于非留守儿童(P<0.05),留守儿童希望感与学习倦怠呈显著的负相关,留守儿童手机依赖与学习倦怠呈显著的正相关,留守儿童希望感与手机依赖呈显著的负相关;手机依赖在留守儿童希望感与学习倦怠的关系中起部分中介作用。对留守儿童进行希望感教育、降低手机依赖水平可以有效缓解留守儿童学习倦怠现状。

In order to investigate the influence of rural left behind children＇s sense of hope on learning burnout and the role of mobile phone dependence, a total of 1037 rural children in Fujian were investigated using the middle school students^ hope scale, the secondary school students＇ mobile phone dependence scale and the youth learning burnout scale. The result showed that the scores of learning burnout and low achievement in rural left-behind children were significantly higher than those of non-left-behind children （P〈0.05）. The scores of mobile phone dependence, wTithdrawTal and prominence of rural left-behind children were significantly higher than those of non - left - behind children （P 〈0.05）. Left-behind children＇s desire and learning burnout ＇were negatively correlated, and left - behind children＇s mobile phone dependence and learning burnout were significantly positively related, and left-behind children＇s sense of hope and mobile phone dependence wTas significantly negative correlated. Mobile phone dependence plays a partial mediating role in the relationship between hope and learning burnout among the left-behind children. Therefore, the education of hope and the reduction of mobile phone dependence can effectively alleviate the learning burnout of the left - behind children.