学业焦虑对大学生智能手机成瘾的影响：自我调节疲劳的中介作用和正念的调节作用。
The impact of academic anxiety on smartphone addiction among college students: the mediating role of self-regulatory fatigue and the moderating role of mindfulness.
作者信息
Kong Linghao, Zhao Mingzhe, Huang Weijun, Zhang Weijuan, Liu Junlin
机构信息
School of Education, Huazhong University Of Science And Technology, No. 1037 Luoyu Road, Hongshan District, Wuhan, Hubei Province, China.
Research Center of Lushan Culture, Jiujiang University, Jiujiang, China.
出版信息
BMC Psychol. 2025 Apr 9;13(1):354. doi: 10.1186/s40359-025-02696-y.
BACKGROUND
Academic anxiety is recognized as a risk factor of smartphone addiction among college students. However, the underlying mechanisms and moderating factors remain insufficiently explored.
METHOD
This study examines the impact of academic anxiety on smartphone addiction, focusing on the mediating role of self-regulatory fatigue and the moderating role of mindfulness. Using convenience sampling strategy, a cross-sectional survey was implemented. Data were collected from a survey of 685 college students by using the Academic Anxiety Scale, Smartphone Addiction Scale, Self-Regulatory Fatigue Scale, and Mindfulness Scale. The hypothesized moderated mediation model was analyzed using Hayes' (2017) PROCESS macro (Model 59).
RESULTS
Moderated mediation analysis finds that academic anxiety significantly positively predicts smartphone addiction (β = 0.30, t = 7.24, 95%CI=[0.22, 0.38], p<0.001) in college students. Academic anxiety also indirectly predicts smartphone addiction through self-regulatory fatigue (β = 0.09, t = 2.43, 95%CI=[0.02, 0.16], p<0.05), with the mediation effect accounting for 11.76%. The mediation pathways are moderated by mindfulness. Compared with students with low mindfulness, the influence of academic anxiety on self-regulatory fatigue is stronger in students with high mindfulness(β = 0.10, t = 3.85, 95%CI=[0.05, 0.16], p<0.001). However, compared with students with low mindfulness, the influence of self-regulatory fatigue on smartphone addiction is weaker in students with high mindfulness(β=-0.08, t= -2.53, 95%CI=[-0.15, -0.02], p<0.05). That is, among individuals with a high level of mindfulness, mindfulness enhances the positive relationship between academic anxiety and self-regulatory fatigue while weakening the positive association between self-regulatory fatigue and smartphone addiction.
CONCLUSION
These findings elucidate the internal mechanisms linking academic anxiety to smartphone addiction and underscoring the dual role of mindfulness. The results offer valuable insights for developing strategies to prevent and manage smartphone addiction among college students.
背景
学业焦虑被认为是大学生智能手机成瘾的一个风险因素。然而，其潜在机制和调节因素仍未得到充分探索。
方法
本研究考察学业焦虑对智能手机成瘾的影响，重点关注自我调节疲劳的中介作用和正念的调节作用。采用便利抽样策略进行横断面调查。通过使用学业焦虑量表、智能手机成瘾量表、自我调节疲劳量表和正念量表，对685名大学生进行调查收集数据。使用Hayes（2017）的PROCESS宏程序（模型59）对假设的调节中介模型进行分析。
结果
调节中介分析发现，学业焦虑能显著正向预测大学生的智能手机成瘾（β = 0.30，t = 7.24，95%CI = [0.22, 0.38]，p < 0.001）。学业焦虑还通过自我调节疲劳间接预测智能手机成瘾（β = 0.09，t = 2.43，95%CI = [0.02, 0.16]，p < 0.05），中介效应占11.76%。中介路径受到正念的调节。与低正念的学生相比，高正念学生中学业焦虑对自我调节疲劳的影响更强（β = 0.10，t = 3.85，95%CI = [0.05, 0.16]，p < 0.001）。然而，与低正念的学生相比，高正念学生中自我调节疲劳对智能手机成瘾的影响较弱（β = -0.08，t = -2.53，95%CI = [-0.15, -0.02]），p < 0.05）。也就是说，在高正念水平的个体中，正念增强了学业焦虑与自我调节疲劳之间的正相关关系，同时削弱了自我调节疲劳与智能手机成瘾之间的正相关关系。
结论
这些发现阐明了学业焦虑与智能手机成瘾之间联系的内在机制，并突出了正念 的双重作用。研究结果为制定预防和管理大学生智能手机成瘾的策略提供了有价值的见解。
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