特质应对方式在大学生手机依赖和学习倦怠间的作用分析

Analysis on effect of trait coping style between mobile phone dependence and learning burnout of college students

目的分析在校大学生手机依赖、学习倦怠和特质应对方式之间的关系,了解特质应对方式在手机依赖和学习倦怠之间的作用,为干预大学生学习倦怠提供科学依据。方法采用分层随机抽样方法,于2020年11月选取福建省某高校1200名大学生作为调查对象,剔除信息填写不全或逻辑错误的问卷,有效问卷883份,有效率为73.58%。学习倦怠由大学生学习倦怠量表(learning burnout scale,LBS)进行评估,手机依赖由大学生手机成瘾倾向量表(mobile phone addiction tendency scale,MPATS)进行评估,特质应对方式由特质应对方式量表(trait coping style questionnaire,TCSQ)进行评估,采用SPSS 21.0对数据进行统计分析。结果不同性别、年级、专业以及学习成绩间手机依赖总分差异均有统计学意义(均P<0.05),女生得分[M(P_(25),P_(75))]为41(34,47)分,高于男生得分[37(29,38)分],高年级得分[M(P_(25),P_(75))]为43(36,49)分,高于低年级得分[39(32,47)分]。成绩前1/3得分[M(P_(25),P_(75))]为41(32,48)分,中1/3得分40(32,46)分,后1/3得分43(36,49)分,成绩差的大学生手机依赖程度更高。手机依赖和消极应对及学习倦怠之间呈正相关关系(r=0.512、0.474,均P<0.01),积极应对方式与学习倦怠之间呈负相关关系(r=-0.272,P<0.01)。在95%的可信区间内,积极应对和消极应对方式在手机依赖和学习倦怠间的中介作用大小分别为0.029和0.202(Z=2.977、10.120,均P<0.05)。结论大学生手机依赖越严重,学习倦怠程度也越高。积极应对方式和消极应对方式分别在手机依赖和学习倦怠之间起中介作用,建立积极应对方式,改善消极应对方式有助于大学生手机依赖和学习倦怠的缓解。

Objective To analyze the relationship among mobile phone dependence,learning burnout and trait coping style of college students,explore the role of trait coping style between mobile phone dependence and learning burnout,and provide scientific basis for intervening college students’learning burnout.Methods In November 2020,1200 college students from a university in Fujian Province were selected by stratified random sampling.Some questionnaires were removed due to incomplete information and logic errors,and 883 valid questionnaires were obtained,with an effective rate of 73.58%.Learning burnout was assessed by the college students’learning burnout scale(LBS),mobile phone dependence was assessed by the mobile phone addiction tendency scale(MPATS),and trait coping style was assessed by the trait coping style questionnaire(TCSQ).The data were statistically analyzed by SPSS 21.0.Results There were statistically significant differences in the total score of mobile phone dependence among college students with different gender,grade,major and achievement(all P<0.05).The score of females[M(P_(25),P_(75))]was 41(34,47)points,which was higher than that of males[37(29,38)points].M(P_(25),P_(75))of senior grade was 43(36,49)points,which was higher than that of junior grade[39(32,47)points].M(P_(25),P_(75))of students in top 1/3 achievement was 41(32,48)points,that of students in middle 1/3 and bottom 1/3 was 40(32,46)and 43(36,49)points respectively.The worse the class academic performance ranking,the higher the degree of mobile phone dependence.Mobile phone dependence was positively correlated with negative coping and learning burnout(r=0.512,0.474,both P<0.01),while positive coping style had significant negative correlation with learning burnout(r=-0.272,P<0.01).Within 95%confidence interval,the mediating effect of positive coping style and positive coping style between mobile phone dependence and learning burnout was 0.029 and 0.202 respectively(Z=2.977,10.120,both P<0.05).Conclusions The more serious the mobile phone dependence of college students,the higher the degree of learning burnout.Positive and negative coping styles play a mediating effect between mobile phone dependence and learning burnout respectively,establishing positive coping style and improving negative coping styles are conducive to the alleviation of mobile phone dependence and learning burnout of college students.