学校氛围和青少年病理性网络游戏使用的关系:有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2015.02.15

摘要/Abstract

摘要： 采用问卷法对3056名青少年进行调查研究,考察了学校氛围对青少年病理性网络游戏使用(Pathological online game use, POGU)的影响,同时考察了学校参与在其中的中介作用,以及该过程是否受到父子关系或母子关系的调节.结果发现:(1)在控制了性别、年龄、父母受教育水平、亲子关系、家庭收入和冲动性后,学校氛围对POGU仍具有显著的负向预测作用;(2)学校氛围不仅可以直接负向预测POGU,还可以通过影响学校参与进而间接预测青少年POGU;(3)母子关系显著调节学校氛围对学校参与的影响,而父子关系显著调节学校参与对青少年POGU的作用.总之,在学校氛围影响青少年POGU的过程中,既存在中介效应,又存在调节效应.实际干预时,可以通过提高学校参与降低青少年POGU,父子关系和母子关系可以进一步调节该过程.

关键词: 学校氛围, 病理性网络游戏使用, 学校参与, 父子关系, 母子关系

Abstract: The present study investigated the relationship between school climate and adolescents' pathological online game use (POGU), and was to explore the mediating effect of school engagement as well as the moderating effect of father-child/mother-child relationship. The school climate questionnaire, school engagement scale, parent-child relationship questionnaire and pathological online game use questionnaire were administered to 3056 adolescents (M age 16.33, male 1602) from senior high school in XXX province. Results were as follows: (1) school climate could negatively predict adolescents' POGU. (2) school climate influenced adolescents' POGU directly and indirectly through the school engagement. (3) father-child/mother-child relationship moderated the mediated path. Moreover, mother-child relationship moderated the relationship between school climate and school engagement, while father-child relationship moderated the relationship between school engagement and adolescents' POGU. The results showed school engagement played a partial mediation effect in the relationship between school climate and adolescents' POGU. In addition, for individuals with better mother-child relationship,school climate could positively predict school engagement, but for individuals with worse father-child relationship, school engagement had the trend to negatively predict adolescents' POGU.

Key words: school climate, pathological online game use, school engagement, father-child relationship, mother-child relationship

中图分类号:

B844

朱键军, 张卫, 喻承甫, 周莎莎, 孙国健, 甄霜菊. 学校氛围和青少年病理性网络游戏使用的关系:有调节的中介模型[J]. 心理发展与教育, 2015, 31(2): 246-256.

ZHU Jianjun, ZHANG Wei, YU Chengfu, ZHOU Shasha, SUN Guojian, ZHEN Shuangju. School Climate and Pathological Online Game Use among Adolescents: The Moderated Mediation Model[J]. Psychological Development and Education, 2015, 31(2): 246-256.

参考文献

Bender, K. (2012). The mediating effect of school engagement in the relationship between youth maltreatment and juvenile delinquency. Children & Schools, 34(1), 37-48.
Cándido, A., Ordu, E., Perales, J. C., Verdejo-García, A., & Billieux, J. (2012). Validation of a short Spanish version of the UPPS-P impulsive behavior scale.Trastornos Adictivos, 14(3), 73-78.
Cao, F., Su, L., Liu, T., & Gao, X. (2007). The relationship between impulsivity and Internet addiction in a sample of Chinese adolescents.European Psychiatry, 22(7), 466-471.
Chan, D. (2009). So why ask me? Are self-report data really that bad. Statistical and methodological myths and urban legends: Doctrine, verity and fable in the organizational and social sciences, 309-336.
Charlton, J. P., & Danforth, I. D. (2007). Distinguishing addiction and high engagement in the context of online game playing.Computers in Human Behavior, 23(3), 1531-1548.
Crosnoe, R. (2004). Social capital and the interplay of families and schools. Journal of Marriage and Family, 66(2), 267-280.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective.Educational Psychologist, 26(3-4), 325-346.
DeLay, D. , Hafen, C. A., Cunha, J. M., Weber, L. N., & Laursen, B. (2013). Perceptions of parental support buffer against depression for Brazilian youth with interpersonal difficulties. International Journal of Behavioral Development, 37(1), 29-34.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence: the impact of stage-environment fit on young adolescents' experiences in schools and in families.American Psychologist, 48(2), 90-101.
Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: an easy way to maximize the accuracy and power of your research. American Psychologist, 63(7), 591-601.
Farrell, A. D., & White, K. S. (1998). Peer influences and drug use among urban adolescents: Family structure and parent-adolescent relationship as protective factors.Journal of Consulting and Clinical Psychology, 66(2), 248-258.
Fosco, G. M., Stormshak, E. A., Dishion, T. J., & Winter, C. E. (2012). Family relationships and parental monitoring during middle school as predictors of early adolescent problem behavior.Journal of Clinical Child & Adolescent Psychology, 41(2), 202-213.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance.Journal of educational psychology, 95(1), 148-162.
Gentile, D. (2009). Pathological Video-Game Use Among Youth Ages 8 to 18 A National Study.Psychological Science, 20, 594-602.
Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: A two-year longitudinal study.Pediatrics, 127(2), e319-e329.
Glanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement assessing dimensionality and measurement invariance across race and ethnicity.Educational and Psychological Measurement, 67(6), 1019-1041.
Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., Gipson, P. Y., Campbell, A. J., et al. (2006). Stressors and child and adolescent psychopathology: Evidence of moderating and mediating effects. Clinical Psychology Review, 26(3), 257-283.
Griffiths, M. D. (2010). The role of context in online gaming excess and addiction: Some case study evidence. International Journal of Mental Health and Addiction, 8(1), 119-125.
Hong, J. S., & Eamon, M. K. (2012). Students' perceptions of unsafe schools: An ecological systems analysis.Journal of Child and Family Studies, 21(3), 428-438.
Hussain, Z., & Griffiths, M. D. (2009). The attitudes, feelings, and experiences of online gamers: a qualitative analysis.CyberPsychology & Behavior, 12(6), 747-753.
Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents.Child Development, 80(5), 1514-1530.
Kim, K., Ryu, E., Chon, M. Y., Yeun, E. J., Choi, S. Y., Seo, J. S., et al. (2006). Internet addiction in Korean adolescents and its relation to depression and suicidal ideation: a questionnaire survey.International journal of nursing studies, 43(2), 185-192.
Kim, S. K. (2010).A study on the Juveniles' online game flow and addiction in the focus on influence of self-control(Doctoral dissertation). The Graduate School of Hanyang University, Seoul.
Ko, C. H., Yen, J. Y., Yen, C. F., Lin, H. C., & Yang, M. J. (2007). Factors predictive for incidence and remission of internet addiction in young adolescents: a prospective study.CyberPsychology & Behavior, 10(4), 545-551.
Kuss, D. J. (2013). internet gaming addiction: current perspectives.Psychology research and behavior management, 6, 125-137.
Li, D., Li, X., Wang, Y., Zhao, L., Bao, Z., & Wen, F. (2013). School connectedness and problematic internet use in adolescents: A moderated mediation model of deviant peer affiliation and self-control.Journal of Abnormal Child Psychology, 41(8), 1231-1242.
Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801-815.
Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: implications for grades, depression, delinquency, and substance use.Developmental Psychology, 47(1), 233-247.
Liu, Q. X., Fang, X. Y., Zhou, Z. K., Zhang, J. T., & Deng, L. Y. (2013). Perceived Parent-Adolescent Relationship, Perceived Parental Online Behaviors and Pathological Internet Use among Adolescents: Gender-Specific Differences. PloS One, 8(9), e75642.
Michiels, D., Grietens, H., Onghena, P., & Kuppens, S. (2008). Parent-child interactions and relational aggression in peer relationships.Developmental Review, 28(4), 522-540.
Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated.Journal of Personality And Social Psychology, 89(6), 852-863.
Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth.The Journal of Early Adolescence, 29(3), 376-404.
Ohannessian, C. M. (2013). Parental Problem Drinking and Adolescent Psychological Problems The Moderating Effect of Adolescent-Parent Communication.Youth & Society, 45(3), 3-26.
Paquette, D. (2004). Theorizing the father-child relationship: Mechanisms and developmental outcomes.Human Development, 47(4), 193-219.
Phares, V., Fields, S., Kamboukos, D., & Lopez, E. (2005). Still looking for Poppa.American Psychologist, 60(7), 735-736.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies.Journal of applied psychology, 88(5), 879-903.
Rudolph, K. D., Lansford, J. E., Agoston, A. M., Sugimura, N., Schwartz, D., Dodge, K. A., et al. (2013). Peer victimization and social alienation: predicting deviant peer affiliation in middle school.Child development, 85(1), 124-139.
Reeve, J. (2002). Self-determination theory applied to educational settings. In E. Deci & R. Ryan (Eds.), Handbook on self-determination research(pp. 183-203).Rochester, NY: University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55(1), 68-78.
Schmitt, N. (1994). Method bias: The importance of theory and measurement.Journal of Organizational Behavior, 15(5), 393-398.
Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation.Child Development, 71(4), 1072-1085.
Subrahmanyam, K., Kraut, R., Greenfield, P., & Gross, E.F. (2000). The impact of home computer use on children's activities and development.The Future of Children, 10(2), 123-144.
Totura, C. M. W., Karver, M. S., & Gesten, E. L. (2014). Psychological Distress and Student Engagement as Mediators of the Relationship between Peer Victimization and Achievement in Middle School Youth.Journal of youth and adolescence, 43(1), 40-52.
Tourangeau, R., & Yan, T. (2007). Sensitive questions in surveys.Psychological Bulletin, 133(5), 859-883.
Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2), 136-147.
Van Den Eijnden, R. J., Spijkerman, R., Vermulst, A. A., van Rooij, T. J., & Engels, R. C. (2010). Compulsive Internet use among adolescents: bidirectional parent-child relationships.Journal of Abnormal Child Psychology, 38(1), 77-89.
Wallace, L. H., & May, D. C. (2005). The impact of parental attachment and feelings of isolation on adolescent fear of crime at school.Adolescence, 40, 457-474.
Wang, H., Zhou, X., Lu, C., Wu, J., Deng, X., & Hong, L. (2011). Problematic internet use in high school students in Guangdong province, China. PloS one, 6(5), e19660.
Wang, M. T., & Dishion, T. J. (2012). The trajectories of adolescents' perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years.Journal of Research on Adolescence, 22(1), 40-53.
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence.Child Development, 85(2), 722-737.
Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school.American Educational Research Journal, 47(3), 633-662.
Wang, M. T., Dishion, T. J., Stormshak, E. A., & Willett, J. B. (2011). Trajectories of family management practices and early adolescent behavioral outcomes.Developmental Psychology, 47(5), 1324-1341.
Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity.Journal of School Psychology, 49(4), 465-480.
Way, N., Reddy, R., & Rhodes, J. (2007). Students' perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment.American Journal of Community Psychology, 40(3-4), 194-213.
Williams, S. K., & Kelly, F. D. (2005). Relationships among involvement, attachment, and behavioral problems in adolescence: Examining father's influence.The Journal of Early Adolescence, 25(2), 168-196.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment.Journal of Psychoeducational Assessment, 28(2), 139-152.
董奇, 林崇德. (2011).中国6～15岁儿童青少年心理发育关键指标与测评. 北京: 科学出版社.
唐芹, 方晓义, 胡伟, 陈海德, 吴梦希, 王帆. (2013). 父母和教师自主支持与高中生发展的关系. 心理发展与教育, 29(6), 604-615.
徐夫真, 张文新. (2011). 青少年疏离感与病理性互联网使用的关系: 家庭功能和同伴接纳的调节效应检验.心理学报, 43(4), 410-419.
谢永标, 彭子文, 徐莉萍. (2010). 广州市中学生自伤行为与网络成瘾的相关性.中国心理卫生杂志, 24(6), 469-472.
张平平, 李凌艳, 辛涛. (2011). 学校氛围对学生数学成绩影响的跨文化比较: 基于多水平分析的结果.心理发展与教育, 27(6), 625-632.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	聂倩, 张大均, 滕召军, 陆星月, 郭成. 学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用[J]. 心理发展与教育, 2018, 34(6): 715-723.
[2]	田云龙, 喻承甫, 林霜, 叶诗敏, 张晓琳, 刘毅, 路红, 张卫. 父母体罚、学校参与与青少年网络游戏成瘾:亲子关系的调节作用[J]. 心理发展与教育, 2018, 34(4): 461-471.
[3]	侯珂, 张云运, 向小平, 任萍. 青少年早期学业成就的同伴团体社会化:感知学校氛围的调节作用[J]. 心理发展与教育, 2018, 34(3): 294-303.
[4]	杨逸群, 陈亮, 纪林芹, 张文新. 母亲抑郁对青少年抑郁的影响:亲子关系的中介作用与青少年消极情绪性的调节作用[J]. 心理发展与教育, 2017, 33(3): 368-377.
[5]	张一波, 张卫, 朱键军, 喻承甫, 陈圆圆, 卢镇辉. 社区暴力暴露与初中生外化问题行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2017, 33(2): 228-239.
[6]	李文桃, 刘学兰, 喻承甫, 张彩霞, 叶佩珏. 学校氛围与初中生学业成就:学业情绪的中介和未来取向的调节作用[J]. 心理发展与教育, 2017, 33(2): 198-205.
[7]	王玥, 赵丽娟, 许志星. 课业负担对学校生活满意度的影响:学校氛围的多水平调节作用[J]. 心理发展与教育, 2016, 32(2): 205-213.
[8]	李燕芳, 徐良苑, 吕莹, 刘丽君, 王耘. 母子关系、师幼关系与学前流动儿童的社会适应行为[J]. 心理发展与教育, 2014, 30(6): 624-634.
[9]	张光珍, 梁宗保, 邓慧华, 陆祖宏. 学校氛围与青少年学校适应：一项追踪研究[J]. 心理发展与教育, 2014, 30(4): 371-379.
[10]	张锦涛, 刘勤学, 邓林园, 方晓义, 刘朝莹, 兰菁. 青少年亲子关系与网络成瘾:孤独感的中介作用[J]. 心理发展与教育, 2011, 27(6): 641-647.
[11]	张平平, 李凌艳, 辛涛. 学校氛围对学生数学成绩影响的跨文化比较:基于多水平分析的结果[J]. 心理发展与教育, 2011, 27(6): 625-632.