Feng Wenjing, Wu Peibo, Lv Shuai, Fan Zhaoyuan
Zhong Yuan Institute of Science and Technology, Zhengzhou, People's Republic of China.
Institute of Education, Xiamen University, Xiamen, People's Republic of China.
BMC Psychol. 2025 May 27;13(1):566. doi: 10.1186/s40359-025-02859-x.
Previous research on college students' learning problems has investigated the notion of self-regulated learning. However, relatively little research has explored the mechanism underlying the relationship between meaning in life and self-regulated learning on the basis of the self-regulated learning framework. Additionally, relatively few studies have examined the impact of phubbing behavior on the traits exhibited by the source of the behavior in question, particularly from the perspective of nonpersonal perception. Therefore, in this study, Pintrich's Self-Regulated Learning model is used as a theoretical framework; in addition, this study draws on conservation of resources theory, among other theories, to explain the relationships among relevant variables. It thus aims to develop a moderated mediation model that can be used to systematically examine the relationship between meaning in life and self-regulated learning as well as the mechanism underlying this relationship. On this basis, this study provides effective recommendations that can be used to enhance self-regulated learning among college students and promote high-quality learning outcomes.
In this study, the Chinese Meaning in Life Questionnaire, the Youth Psychological Capital Questionnaire, the Youth Phubbing Scale-Chinese Version, and the Self-Regulated Learning Scale for College Students were used to survey 488 college students who were recruited from an undergraduate college in a province in central China.
(1) Meaning in life had a positive predictive effect on self-regulated learning (r = 0.51, p < 0.001). (2) Psychological capital mediated the relationship between meaning in life and self-regulated learning (indirect effects = 0.31, SE = 0.04, 95% CI=[0.23-0.38]). (3) The first half of the mediating path "meaning in life → psychological capital → self-regulated learning" and the direct path "meaning in life → self-regulated learning" were moderated by phubbing (β = 0.07, p < 0.01, β = 0.10, p < 0.001).
Meaning in life not only predicts self-regulated learning among college students directly and positively; it also influences self-regulated learning indirectly via the mediation of psychological capital. The effects of meaning in life on psychological capital and self-regulated learning are moderated by phubbing. Specifically, as the frequency of phubbing increases, the positive predictive effects of meaning in life on psychological capital and self-regulated learning become stronger.
以往关于大学生学习问题的研究探讨了自我调节学习的概念。然而，基于自我调节学习框架，相对较少的研究探索了生活意义与自我调节学习之间关系的潜在机制。此外，相对较少的研究考察了低头族行为对该行为主体所表现出的特质的影响，尤其是从非个人感知的角度。因此，在本研究中，平特里奇的自我调节学习模型被用作理论框架；此外，本研究借鉴了资源守恒理论等理论来解释相关变量之间的关系。其目的在于构建一个有调节的中介模型，用于系统地考察生活意义与自我调节学习之间的关系以及这种关系的潜在机制。在此基础上，本研究提供了有效的建议，可用于提高大学生的自我调节学习能力并促进高质量的学习成果。
在本研究中，使用《中文生活意义问卷》《青少年心理资本问卷》《青少年低头族量表中文版》和《大学生自我调节学习量表》对从中国中部某省一所本科院校招募的488名大学生进行了调查。
（1）生活意义对自我调节学习具有正向预测作用（r = 0.51，p < 0.001）。（2）心理资本在生活意义与自我调节学习之间起中介作用（间接效应 = 0.31，SE = 0.04，95% CI = [0.23 - 0.38]）。（3）中介路径“生活意义→心理资本→自我调节学习”的前半段以及直接路径“生活意义→自我调节学习”受到低头族行为的调节（β = 0.07，p < 0.01，β = 0.10，p < 0.001）。
生活意义不仅直接且正向地预测大学生的自我调节学习；它还通过心理资本的中介作用间接影响自我调节学习。低头族行为调节了生活意义对心理资本和自我调节学习的影响。具体而言，随着低头族行为频率的增加，生活意义对心理资本和自我调节学习的正向预测作用变得更强。
