School of Psychology, Central China Normal University, No. 152 Luoyu Street, HongShan District, Wuhan, 430079 Hubei, China; Key Laboratory of Adolescent Cyber Psychology and Behavior (CCNU), Ministry of Education, Wuhan, China.
School of Preprimary Education, Changsha Normal University, No. 9 Teli Street, Changsha County, 410100, China.
Addict Behav. 2020 Jun;105:106319. doi: 10.1016/j.addbeh.2020.106319. Epub 2020 Feb 7.
The Interaction of Person-Affect-Cognition-Execution model (I-PACE; Brand, Young, Laier, Wölfling, & Potenza, 2016) proposes that addictive behavior is the result of the interaction of multiple factors. According to I-PACE model, perceived social support (teacher autonomy support), self-esteem, and gratification (life satisfaction) contribute to adolescent smartphone use disorder (SUD) (Brand et al., 2016). However, previous studies have rarely examined the interactive effects of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. The present study examined these relationships using a moderated mediation model in which self-esteem played a mediating role and life satisfaction played a moderating role in the relation between teacher autonomy support and adolescent SUD. A sample of 1912 Chinese adolescents completed measures of teacher autonomy support, self-esteem, life satisfaction, and adolescent SUD. Self-esteem mediated the association between teacher autonomy support and adolescent SUD. In addition, the relation between teacher autonomy support and SUD was moderated by life satisfaction: when the effect of life satisfaction was high, teacher autonomy support negatively predicted adolescent SUD, whereas when the effect of life satisfaction was low, teacher autonomy support was positively related to adolescent SUD. These findings advance our understanding of the effect of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. Limitations and implications of this study are discussed, such as teacher autonomy support may not reduce adolescent SUD, especially when their life satisfaction is low.
I-PACE 模型（Person-Affect-Cognition-Execution，即个体-情感-认知-执行模型；Brand、Young、Laier、Wölfling 和 Potenza，2016）提出，成瘾行为是多种因素相互作用的结果。根据 I-PACE 模型，感知到的社会支持（教师自主支持）、自尊和满足感（生活满意度）会导致青少年智能手机使用障碍（SUD）（Brand 等人，2016）。然而，之前的研究很少探讨教师自主支持、自尊和生活满意度对青少年 SUD 的交互影响。本研究使用中介调节模型检验了这些关系，其中自尊起中介作用，生活满意度起调节作用，调节了教师自主支持与青少年 SUD 之间的关系。1912 名中国青少年完成了教师自主支持、自尊、生活满意度和青少年 SUD 的测量。自尊中介了教师自主支持与青少年 SUD 之间的关系。此外，教师自主支持与 SUD 的关系受到生活满意度的调节：当生活满意度的效应较高时，教师自主支持与青少年 SUD 呈负相关；而当生活满意度的效应较低时，教师自主支持与青少年 SUD 呈正相关。这些发现增进了我们对教师自主支持、自尊和生活满意度对青少年 SUD 的影响的理解。讨论了本研究的局限性和意义，例如教师自主支持可能不会降低青少年 SUD，尤其是当他们的生活满意度较低时。
