班主任自主支持、投入、温暖与青少年网络成瘾:有调节的中介模型

Headmaster's Autonomy Support, Involvement, Warmth and Adolescents' Internet Addiction: A Moderated Mediating Model

目的:探究青少年感知到的班主任支持对其网络成瘾的影响、归属需要满足的中介作用,及中介模型在不同性别、不同年级的差异。方法:采用班主任自主支持、投入和温暖量表,学习中的归属需要满足量表与网络成瘾量表,选取北京市2230名青少年被试参与研究。结果:①归属需要满足完全中介班主任自主支持、投入对网络成瘾的影响,部分中介班主任温暖对网络成瘾的影响。②班主任自主支持、投入和温暖影响网络成瘾的中介模型不存在性别差异,即对男生和女生而言,心理需要满足的中介作用不存在差异。③年级对中介模型的影响显著,只有在初中生群体中,班主任温暖才能够提高其归属需要满足,进而减缓网络成瘾。结论:归属需要满足中介了班主任自主支持、投入和温暖对网络成瘾的影响,并且这一中介作用存在显著的年级差异。

Objective:The present study aimed to explore the effect of adolescents’perceived headmaster’s support on Internet addiction and the mediation effect of relatedness need-satisfaction as well as the individual difference of gender and grade.Methods:The present study adopted Headmaster’s Autonomy Support,Involvement and Warmth Scale,Relatedness Need-Satisfaction Scale in Education and Internet Addiction Scale and selected 2230 adolescent participants in Beijing to attend our survey.Results:①Relatedness need-satisfaction fully mediated the associations among headmaster’s autonomy support,involvement and Internet addiction,and partially mediated the association between headmaster’s warmth and Internet addiction.②The mediation model above showed no significant differences between boys and girls.③Grade moderated the mediating effect of relatedness need-satisfaction between headmaster’s warmth and Internet addiction,specifically this mediating effect was only significant among junior high school students.Conclusion:Headmaster’s autonomy support,involvement and warmth positively predicted relatedness need-satisfaction,which further decreased Internet addiction.Furthermore,the mediation model shows significant difference between junior high school students and senior high school students.