摘要
目的:探讨父母学业压力、自我同一性、成长型思维与手机依赖之间的关系。方法:采用父母学业压力量表、自我同一性量表、成长型思维量表和手机依赖量表对903名初中生进行问卷调查。结果:1) 父母学业压力与手机依赖呈正相关与自我同一性以及现在自我投入、将来自我投入愿望两个维度呈负相关,成长型思维与父母学业压力、手机依赖呈负相关,与自我同一性以及各个维度呈正相关。2) 父母学业压力显著正向预测手机依赖,成长型思维在父母学业压力与手机依赖之间起部分中介作用。3) 将来自我投入对中介模型的前半路径调节效应显著。相对于低将来自我投入,在高将来自我投入下父母学业压力对手机依赖的负向预测作用更显著。结论:父母学业压力一方面可以增加青少年的手机依赖,另一方面父母学业压力可以通过青少年成长型思维来减轻手机依赖。同时将来自我投入调节父母学业压力对成长型思维的影响。
Objective: To explore the relationship between parental academic pressure, ego-identity, growth mindset, and mobile phone dependence. Method: A questionnaire survey was conducted on 903 middle school students using the parental academic pressure Scale, ego-identity Scale, growth mindset Scale, and Mobile Phone Dependence Scale. Result: 1) There was positively correlated between parental academic pressure and mobile phone dependence, negatively correlated with ego-identity, and two dimensions of current self-involved and self-involved in the future, and negatively correlated between growth mindset and parental academic pressure and mobile phone dependence, positively correlated with ego-identity and various dimensions. 2) Parental academic pressure has a significant positive prediction on mobile phone dependence, growth mindset plays a partial mediating role between parental academic pressure and mobile phone dependence. 3) The moderating effect of self-involved in the future on the first half path of the mediation model is significant. Compared to low self-involved in the future, negatively correlated between parental academic pressure and growth mindset is more significant under high self-involved in the future. Conclusion: On the one hand, parental academic pressure can increase teenagers’ dependence on mobile phones, and on the other hand, parental academic pressure can reduce their dependence on mobile phones through teenagers with growth mindset. At the same time, self-involved in the future moderates the impact of parental academic pressure on growth mindset.
出处
《心理学进展》
2023年第8期3264-3271,共8页
Advances in Psychology
