网络成瘾与青少年学习倦怠的关系:一个有调节的中介模型

Relationship between Internet Addiction and Adolescents'Learning Burnout:A Moderated Mediation Model

将资源保存理论应用于青少年学习倦怠发生机制的探索中,采用网络成瘾量表、心理韧性量表、生命意义感量表和中学生学习倦怠量表对1141名中学生进行调查。结果表明:(1)网络成瘾不仅直接正向预测中学生的学习倦怠,而且通过生命意义感间接作用于学习倦怠。(2)网络成瘾对中学生生命意义感的影响受到心理韧性的调节。结合该结果,从“资源消耗”的视角理解青少年学习倦怠的发生机制,探讨对实践预防的重要启示。

Based on the conservation of resources theory,this study explored the relationship between Internet addiction and learning burnout,which was mediated by meaning in life and moderated by the psychological resilience.A total of 1141 students from thirteen middle schools were recruited.To assess the level of Internet addiction,learning burnout,meaning in life and psychological resilience,this study used the Internet Addiction Scale,Middle School Students'Learning Burnout Scale,Meaning in Life Scale and Connor-Davidson Resilience Scale,correspondingly.The results showed that:(1)Meaning in life partially mediated the relationship between Internet addiction and adolescent learning burnout.(2)The association between Internet addiction and meaning in life was moderated by psychological resilience.The results were discussed to explain the occurrence mechanism of adolescent learning burnout from the perspective of resource consumption,which is usually an approach for interventional treatment after Internet addiction occurs.