知识囤积、消极情绪与大学生认知失败的关系:反刍思维的催化作用

Knowledge Hoarding,Negative Affect and Cognitive Failures in College Students:The Aggravating Role of Rumination

目的:探讨数字化时代知识囤积、消极情绪、反刍思维与大学生认知失败之间的关系。方法:使用知识囤积量表、积极情感消极情感问卷、反刍思维量表及认知失败量表对459名大学生进行测量。结果:(1)知识囤积、消极情绪、反刍思维及认知失败两两之间均显著正相关;(2)知识囤积不仅能够直接预测认知失败,而且能够通过消极情绪的中介作用间接预测认知失败;(3)知识囤积的直接效应及消极情绪的中介效应均受到反刍思维调节,该直接效应及中介效应在高反刍思维群体中更加显著。结论:消极情绪是数字化时代知识囤积导致个体认知失败的桥梁,而反刍思维是知识囤积、消极情绪诱发个体认知失败的催化剂。

Objective:To explore the relationship among knowledge hoarding,negative affect,rumination,and cognitive failures.Methods:A sample of 459 college students was recruited to complete the questionnaires about knowledge hoarding,negative affect,rumination,and cognitive failures.Results:①The relationships between each pair of knowledge hoarding,negative affect,rumination,as well as cognitive failures,were significantly positive.②knowledge hoarding not only had a direct effect on cognitive failures,but also could affect cognitive failures through the mediating role of negative affect.③Both the direct and indirect effects could be moderated by rumination.Specifically,both the direct and indirect effects were more significant for college students with higher rumination.Conclusion:Negative affect acts as a bridge between knowledge hoarding and cognitive failures.Rumination plays an aggravating role in both the mechanism of knowledge hoarding leading to negative affect and cognitive failures and the process of negative affect resulting in cognitive failures.