Xiangshui Teacher Development Center, Yancheng, China.
School of Physical Education, Leshan Normal University, Leshan, China.
Medicine (Baltimore). 2024 Oct 25;103(43):e40123. doi: 10.1097/MD.0000000000040123.
While existing research has established the influence of digital technology use, flow, and learning engagement on students' subjective well-being, there remains a gap in understanding the interrelationships among these factors and the serial mediating role of flow and learning engagement in the relationship between digital technology use and adolescents' subjective well-being. This study examined the potential indirect roles of flow and learning engagement in the association between digital technology use and adolescents' subjective well-being. A paper-based survey was conducted among 1289 adolescents (M = 16.33, SD = 1.688) in Shandong Province. All participants completed a structured self-report questionnaire, including measures of digital technology use, flow, learning engagement, and subjective well-being. Data analyses were conducted using structural equation modeling via Amos 24.0 and SPSS 24.0. The results are as follows: (1) digital technology use has a significant and positive effect on adolescents' subjective well-being; (2) digital technology use significantly and positively affects adolescents' subjective well-being through flow; (3) digital technology use significantly and positively affects adolescents' subjective well-being through learning engagement; (4) digital technology use significantly and positively affects the subjective well-being of adolescents through both flow and learning engagement. This study underscores the benefits of digital technology in boosting adolescents' well-being and identifies flow and learning engagement as key mediators. Our findings equip educators and policymakers with insights to craft interventions that optimize digital technology's role in fostering adolescent development, presenting a fresh view on the intricate dynamics linking digital interaction with psychological health.
虽然现有研究已经确定了数字技术的使用、流畅体验和学习投入对学生主观幸福感的影响，但对于这些因素之间的相互关系以及流畅体验和学习投入在数字技术使用与青少年主观幸福感之间的关系中的序列中介作用，仍存在理解上的差距。本研究探讨了流畅体验和学习投入在数字技术使用与青少年主观幸福感之间的关系中可能存在的间接作用。在山东省，对 1289 名青少年（M=16.33，SD=1.688）进行了基于纸笔的调查。所有参与者都完成了一份结构化的自我报告问卷，其中包括数字技术使用、流畅体验、学习投入和主观幸福感的测量。数据分析使用 Amos 24.0 和 SPSS 24.0 通过结构方程模型进行。结果如下：（1）数字技术的使用对青少年的主观幸福感有显著的积极影响；（2）数字技术的使用通过流畅体验对青少年的主观幸福感有显著的积极影响；（3）数字技术的使用通过学习投入对青少年的主观幸福感有显著的积极影响；（4）数字技术的使用通过流畅体验和学习投入对青少年的主观幸福感有显著的积极影响。本研究强调了数字技术在提高青少年幸福感方面的益处，并确定了流畅体验和学习投入是关键的中介因素。我们的研究结果为教育者和决策者提供了见解，以便制定干预措施，优化数字技术在促进青少年发展方面的作用，为数字互动与心理健康之间复杂的动态关系提供了新的视角。
