由于便利性和功能丰富性,大学生智能手机使用逐渐普遍,但过度使用手机或手机成瘾则会对其学业表现造成负面影响。研究发现手机过度使用或手机成瘾会导致大学生学业倦怠,然而手机成瘾如何影响大学生学业倦怠的作用机制较少有研究进行探讨...由于便利性和功能丰富性,大学生智能手机使用逐渐普遍,但过度使用手机或手机成瘾则会对其学业表现造成负面影响。研究发现手机过度使用或手机成瘾会导致大学生学业倦怠,然而手机成瘾如何影响大学生学业倦怠的作用机制较少有研究进行探讨,因此本研究拟探讨疲惫感在手机成瘾和大学生学业倦怠关系中的中介作用。为了了解大学生手机成瘾、疲惫感和学业倦怠的关系,本研究使用了《手机成瘾指数量表》(MPAI)、《疲惫感量表》、《学业倦怠量表》对725名在校大学生进行了问卷调查,然后运用SPSS24.0进行了统计分析,结果表明,手机成瘾不仅能直接预测大学生学业倦怠,也能通过疲惫感的中介作用间接预测大学生学业倦怠。研究结果有助于揭示手机过度使用或手机成瘾对大学生学业倦怠的影响及其作用机制,为预防和干预大学生学业倦怠带来一些重要的启示。Due to the convenience and variety of functions, smartphone use is becoming more and more common among college students, but overuse or addiction to mobile phones will negatively affect their academic performance. Studies have found that excessive use of mobile phones or mobile phone addiction can lead to academic burnout among college students. However, few studies have explored the mechanism of how mobile phone addiction affects academic burnout among college students. Therefore, this study intends to explore the mediating role of the relationship between mobile phone addiction and academic burnout among college students. In order to understand the relationship among college students’ mobile phone addiction, fatigue and academic burnout, this study used the mobile phone addiction index scale (MPAI), “fatigue scale”, “academic burnout scale” to conduct a questionnaire survey on 725 college students, then used SPSS24.0 to carry on the statistical analysis, and drew the conclusion: mobile phone addiction can not only directly predict college students’ academic burnout, but also indirectly predict college students’ academic burnout through the mediating effect of fatigue. The research results help to reveal the influence and mechanism of mobile phone overuse or mobile phone addiction on college students’ academic burnout, and bring some important implications for preventing and intervening college students’ academic burnout.展开更多
随着智能手机普及,大学生对手机的依赖程度越来越高,这种现象对大学生的学业倦怠产生了深远的影响。本文通过总结归纳国内外文献的结论,多角度分析了手机依赖与学业倦怠的关系,进一步综述了当前关于手机依赖对大学生学业倦怠影响的研究...随着智能手机普及,大学生对手机的依赖程度越来越高,这种现象对大学生的学业倦怠产生了深远的影响。本文通过总结归纳国内外文献的结论,多角度分析了手机依赖与学业倦怠的关系,进一步综述了当前关于手机依赖对大学生学业倦怠影响的研究现状,并针对这一问题提出相应的对策解析,对促进学生的健康发展具有重要的现实意义和应用价值。With the popularity of smart phones, college students have become more and more dependent on mobile phones, and this phenomenon has had a profound impact on their academic burnout. This paper summarizes the conclusion of domestic and foreign literature, analyzes the relationship between mobile phone dependence and academic burnout, further summarizes the current research on the dependence on college students’ academic burnout, and puts forward the corresponding countermeasures, to promote the healthy development of students has important practical significance and application value.展开更多
目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表...目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表》,发放问卷1200份,回收问卷1018份,有效问卷840份。结果:1. 少数民族高职医护生大三年级国家认同水平高于大一年级与大二年级。2. 专业认同水平上男女、生源地、专业均存在显著差异,适切性、认知性、情感性维度上男女、专业、年级均存在显著差异。3. 抑郁–焦虑–压力中,压力及焦虑维度在生源地上存在显著差异。4. 学业倦怠量表中情绪低落维度、成就感维度上男女、生源地之间均存在显著差异。5. 国家认同与专业认同呈现显著正相关,与抑郁–焦虑–压力及学业倦怠呈现显著负相关,专业认同与抑郁–焦虑–压力及学业倦怠呈现显著负相关,学业倦怠与抑郁–焦虑–压力之间呈现显著正相关。结论:1. 少数民族高职医护生国家认同水平普遍较高,医学检验专业学生国家认同水平高于其他专业;专业认同、学业倦怠水平受国家认同水平影响。2. 少数民族高职医护生专业认学业倦怠均受到生源地、性别、专业的影响。Objective: To understand the National, professional identity, academic performance and emotional state of minority medical and nursing students provides a reference for studying their physical and mental health, as well as their levels of national and professional identity. Methods: Using the “National Identity Questionnaire”, “Professional Identity Questionnaire”, “Simplified Chinese Version of Depression-Anxiety-Stressure Scale (DASS-21)”, and “Academic Burnout Scale”, A total of 1,200 questionnaires were distributed, 1,018 were returned, and 840 were deemed valid responses. Results: 1. The national identity level of the third-grade minority medical and nursing students in higher vocational colleges was higher than that of the first grade and the second grade. 2. There are significant differences in professional identity levels based on gender, source of origin, and specialty. Additionally, in terms of appropriateness, cognition, and emotion, significant differences are observed across gender, specialty, and academic year. 3. In the context of depression-anxiety-stress, significant differences in the dimensions of stress and anxiety are observed based on the source of origin. 4. The academic burnout scale reveals significant differences in the dimensions of emotional exhaustion and sense of achievement between genders and across different sources of origin. 5. national identity shows a significant positive correlation with professional identity, while it has a significant negative correlation with depression-anxiety-stress and academic burnout. Similarly, professional identity is significantly negatively correlated with both depression-anxiety-stress and academic burnout, whereas academic burnout demonstrates a significant positive correlation with depression-anxiety-stress. Conclusion :1. The level of national identity of minority medical and nursing students in higher vocational colleges was generally high. The national identity of medical laboratory students is higher than that of other majors. The level of professional identity and academic burnout is affected by the level of national identity. 2. The burnout of minority medical and nursing students in higher vocational colleges was affected by the origin, gender and specialty.展开更多
文摘由于便利性和功能丰富性,大学生智能手机使用逐渐普遍,但过度使用手机或手机成瘾则会对其学业表现造成负面影响。研究发现手机过度使用或手机成瘾会导致大学生学业倦怠,然而手机成瘾如何影响大学生学业倦怠的作用机制较少有研究进行探讨,因此本研究拟探讨疲惫感在手机成瘾和大学生学业倦怠关系中的中介作用。为了了解大学生手机成瘾、疲惫感和学业倦怠的关系,本研究使用了《手机成瘾指数量表》(MPAI)、《疲惫感量表》、《学业倦怠量表》对725名在校大学生进行了问卷调查,然后运用SPSS24.0进行了统计分析,结果表明,手机成瘾不仅能直接预测大学生学业倦怠,也能通过疲惫感的中介作用间接预测大学生学业倦怠。研究结果有助于揭示手机过度使用或手机成瘾对大学生学业倦怠的影响及其作用机制,为预防和干预大学生学业倦怠带来一些重要的启示。Due to the convenience and variety of functions, smartphone use is becoming more and more common among college students, but overuse or addiction to mobile phones will negatively affect their academic performance. Studies have found that excessive use of mobile phones or mobile phone addiction can lead to academic burnout among college students. However, few studies have explored the mechanism of how mobile phone addiction affects academic burnout among college students. Therefore, this study intends to explore the mediating role of the relationship between mobile phone addiction and academic burnout among college students. In order to understand the relationship among college students’ mobile phone addiction, fatigue and academic burnout, this study used the mobile phone addiction index scale (MPAI), “fatigue scale”, “academic burnout scale” to conduct a questionnaire survey on 725 college students, then used SPSS24.0 to carry on the statistical analysis, and drew the conclusion: mobile phone addiction can not only directly predict college students’ academic burnout, but also indirectly predict college students’ academic burnout through the mediating effect of fatigue. The research results help to reveal the influence and mechanism of mobile phone overuse or mobile phone addiction on college students’ academic burnout, and bring some important implications for preventing and intervening college students’ academic burnout.
文摘随着智能手机普及,大学生对手机的依赖程度越来越高,这种现象对大学生的学业倦怠产生了深远的影响。本文通过总结归纳国内外文献的结论,多角度分析了手机依赖与学业倦怠的关系,进一步综述了当前关于手机依赖对大学生学业倦怠影响的研究现状,并针对这一问题提出相应的对策解析,对促进学生的健康发展具有重要的现实意义和应用价值。With the popularity of smart phones, college students have become more and more dependent on mobile phones, and this phenomenon has had a profound impact on their academic burnout. This paper summarizes the conclusion of domestic and foreign literature, analyzes the relationship between mobile phone dependence and academic burnout, further summarizes the current research on the dependence on college students’ academic burnout, and puts forward the corresponding countermeasures, to promote the healthy development of students has important practical significance and application value.
文摘目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表》,发放问卷1200份,回收问卷1018份,有效问卷840份。结果:1. 少数民族高职医护生大三年级国家认同水平高于大一年级与大二年级。2. 专业认同水平上男女、生源地、专业均存在显著差异,适切性、认知性、情感性维度上男女、专业、年级均存在显著差异。3. 抑郁–焦虑–压力中,压力及焦虑维度在生源地上存在显著差异。4. 学业倦怠量表中情绪低落维度、成就感维度上男女、生源地之间均存在显著差异。5. 国家认同与专业认同呈现显著正相关,与抑郁–焦虑–压力及学业倦怠呈现显著负相关,专业认同与抑郁–焦虑–压力及学业倦怠呈现显著负相关,学业倦怠与抑郁–焦虑–压力之间呈现显著正相关。结论:1. 少数民族高职医护生国家认同水平普遍较高,医学检验专业学生国家认同水平高于其他专业;专业认同、学业倦怠水平受国家认同水平影响。2. 少数民族高职医护生专业认学业倦怠均受到生源地、性别、专业的影响。Objective: To understand the National, professional identity, academic performance and emotional state of minority medical and nursing students provides a reference for studying their physical and mental health, as well as their levels of national and professional identity. Methods: Using the “National Identity Questionnaire”, “Professional Identity Questionnaire”, “Simplified Chinese Version of Depression-Anxiety-Stressure Scale (DASS-21)”, and “Academic Burnout Scale”, A total of 1,200 questionnaires were distributed, 1,018 were returned, and 840 were deemed valid responses. Results: 1. The national identity level of the third-grade minority medical and nursing students in higher vocational colleges was higher than that of the first grade and the second grade. 2. There are significant differences in professional identity levels based on gender, source of origin, and specialty. Additionally, in terms of appropriateness, cognition, and emotion, significant differences are observed across gender, specialty, and academic year. 3. In the context of depression-anxiety-stress, significant differences in the dimensions of stress and anxiety are observed based on the source of origin. 4. The academic burnout scale reveals significant differences in the dimensions of emotional exhaustion and sense of achievement between genders and across different sources of origin. 5. national identity shows a significant positive correlation with professional identity, while it has a significant negative correlation with depression-anxiety-stress and academic burnout. Similarly, professional identity is significantly negatively correlated with both depression-anxiety-stress and academic burnout, whereas academic burnout demonstrates a significant positive correlation with depression-anxiety-stress. Conclusion :1. The level of national identity of minority medical and nursing students in higher vocational colleges was generally high. The national identity of medical laboratory students is higher than that of other majors. The level of professional identity and academic burnout is affected by the level of national identity. 2. The burnout of minority medical and nursing students in higher vocational colleges was affected by the origin, gender and specialty.
