Institute of Psychology, University of Tartu, Tartu 50409, Estonia.
Department of Psychology, University of Toledo, Toledo, OH 43606, USA.
Int J Environ Res Public Health. 2018 Jan 8;15(1):92. doi: 10.3390/ijerph15010092.
Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19-46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19-46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.
已有多项研究表明，智能手机使用问题（Problematic Smartphone Use，PSU）与不良后果有关，例如心理健康状况恶化、认知分心程度增加和学业成绩下降等。此外，许多研究表明，PSU 与社交媒体使用密切相关。尽管如此，PSU 与课堂上社交媒体使用的频率以及不同学习方法之间的关系尚未得到研究。在我们的研究中，我们假设 PSU 和课堂上社交媒体使用的频率都与深度学习方法（定义为理解性学习）呈负相关，与浅层学习方法（定义为表面学习）呈正相关。研究参与者为 415 名年龄在 19-46 岁的爱沙尼亚大学生（78.8%为女性；年龄 M = 23.37，SD = 4.19）；有效样本由 405 名年龄在 19-46 岁的参与者组成（79.0%为女性；年龄 M = 23.33，SD = 4.21）。除了基本的社会人口统计学信息外，参与者还被问及他们在课堂上使用社交媒体的频率，并填写了爱沙尼亚智能手机成瘾倾向量表和爱沙尼亚修订后的学习过程问卷。双变量相关分析表明，PSU 和课堂上社交媒体使用的频率与深度学习方法呈负相关，与浅层学习方法呈正相关。中介分析表明，课堂上的社交媒体使用完全中介了 PSU 与学习方法之间的关系。这些结果表明，课堂上社交媒体使用的频率可能解释了较差的学业成绩和 PSU 之间的关系。
