大学生无聊倾向与课堂参与度：有调节的中介模型

Boredom Tendency and Class Participation of College Students: A Moderated Mediation Model

摘要: 目的：在自我损耗理论、群体社会化发展理论等理论的基础上，探讨大学生无聊对课堂参与度的影响，并深入研究手机依赖的中介作用和班级氛围的调节作用。方法：使用大学生无聊倾向问卷、手机成瘾倾向量表、课堂投入量表以及班级氛围问卷向427名大学生实施调查。结果：(1) 无聊倾向对手机依赖有显著正向影响(r = 0.422, P < 0.001)，对课堂参与度有显著负向影响(r = −0.176, P < 0.001)，手机依赖对课堂参与度有显著负向影响(r = −0.288, P < 0.001)，班级氛围对课堂参与有显著正向影响(r = 0.343, P < 0.001)。(2) 手机依赖在无聊倾向与课堂参与之间起部分中介作用，中介效应占总效应的47%。(3) 班级氛围在手机依赖和课堂参与关系间起到显著的调节作用(β = 0.240, P < 0.01)。结论：大学生无聊倾向正向预测手机依赖，负向预测课堂参与度，手机依赖在无聊倾向和课堂参与度之间起部分中介作用，班级氛围在手机依赖和课堂参与度之间起调节作用。

Abstract: Based on self-loss theory and the theory of social development of groups, this research studies the relationship between the boredom tendency of university students and class participation, then further explores the mediating effect of mobile phone dependence and the moderating effect of class atmosphere respectively. Methods: The College Students’ Boredom Tendency Questionnaire, Mobile Phone Addiction Tendency Scale, Classroom Engagement Scale, and the Class Atmosphere Questionnaire were used to be inquired of 427 college students. Results: (1) Boredom tendency has a significant positive effect on mobile phone dependence (r = 0.422, P < 0.001), and a significant negative effect on classroom engagement (r = −0.176, P < 0.001). Mobile phone dependence plays a significant negative effect on classroom engagement (r = −0.288, P < 0.001), and classroom atmos-phere plays a significant positive effect on classroom participation (r = 0.343, P < 0.001). (2) Mobile phone dependence partially mediates the effect between boredom tendency and class participation, with the mediating effect accounting for 47% of the total effect. (3) Class atmosphere plays a significant moderating role in the relationship between mobile phone dependence and classroom participation (β = 0.240, P < 0.01). Conclusions: Boredom tendency positively predicts mobile phone dependence and negatively predicts classroom engagement, mobile phone dependence partially mediated the relationship between boredom tendency and classroom engagement, and class climate moderated the relationship between mobile phone dependence and classroom engagement.