初中生父母学业压力与手机依赖的关系：一个有调节的中介模型
The Relationship between Parental Academic Pressure and Mobile Phone Dependence among Junior Middle School Students: A Moderated Mediator Model
摘要: 目的：探讨父母学业压力、自我同一性、成长型思维与手机依赖之间的关系。方法：采用父母学业压力量表、自我同一性量表、成长型思维量表和手机依赖量表对903名初中生进行问卷调查。结果：1) 父母学业压力与手机依赖呈正相关与自我同一性以及现在自我投入、将来自我投入愿望两个维度呈负相关，成长型思维与父母学业压力、手机依赖呈负相关，与自我同一性以及各个维度呈正相关。2) 父母学业压力显著正向预测手机依赖，成长型思维在父母学业压力与手机依赖之间起部分中介作用。3) 将来自我投入对中介模型的前半路径调节效应显著。相对于低将来自我投入，在高将来自我投入下父母学业压力对手机依赖的负向预测作用更显著。结论：父母学业压力一方面可以增加青少年的手机依赖，另一方面父母学业压力可以通过青少年成长型思维来减轻手机依赖。同时将来自我投入调节父母学业压力对成长型思维的影响。
Abstract: Objective: To explore the relationship between parental academic pressure, ego-identity, growth mindset, and mobile phone dependence. Method: A questionnaire survey was conducted on 903 middle school students using the parental academic pressure Scale, ego-identity Scale, growth mindset Scale, and Mobile Phone Dependence Scale. Result: 1) There was positively correlated between parental academic pressure and mobile phone dependence, negatively correlated with ego-identity, and two dimensions of current self-involved and self-involved in the future, and negatively correlated between growth mindset and parental academic pressure and mobile phone dependence, positively correlated with ego-identity and various dimensions. 2) Parental academic pressure has a significant positive prediction on mobile phone dependence, growth mindset plays a partial mediating role between parental academic pressure and mobile phone dependence. 3) The moderating effect of self-involved in the future on the first half path of the mediation model is significant. Compared to low self-involved in the future, negatively correlated between parental academic pressure and growth mindset is more significant under high self-involved in the future. Conclusion: On the one hand, parental academic pressure can increase teenagers’ dependence on mobile phones, and on the other hand, parental academic pressure can reduce their dependence on mobile phones through teenagers with growth mindset. At the same time, self-involved in the future moderates the impact of parental academic pressure on growth mindset.
文章引用：郭真, 丁伊婷, 唐本钰 (2023). 初中生父母学业压力与手机依赖的关系：一个有调节的中介模型. 心理学进展, 13(8), 3264-3271. https://doi.org/10.12677/AP.2023.138409

参考文献

[1] 黄海, 牛露颖, 周春燕, 吴和鸣(2014). 手机依赖指数中文版在大学生中的信效度检验. 中国临床心理学杂志, 22(5), 835-838.[CrossRef] 
[2] 黄希庭, 陈红, 符明秋, 曾向(2002). 青少年学生身体自我特点的初步研究. 心理科学, (3), 260-264+380.[CrossRef] 
[3] 家晓余(2018). 个体能力观对创造性思维的影响. 博士学位论文, 杭州: 浙江大学.
[4] 邱慧燕(2014). 中学生手机依赖性与孤独感之间的相关研究. 教学与管理, (33), 96-98.
[5] 杨扬, 高文斌, 陶婷, 樊春雷, 王利刚(2022). 父母低头行为与青少年焦虑、抑郁、手机依赖的交叉滞后分析. 中国健康心理学杂志, 30(12), 1870-1876.[CrossRef] 
[6] 张彩, 江伊茹, 朱成伟, 邵婷婷, 王海涛, 陈福美(2022). 学校归属感与青少年手机依赖的关系: 学习焦虑的中介效应与同伴关系的调节效应. 心理发展与教育, 38(6), 848-858.[CrossRef] 
[7] 张日昇(2000). 同一性与青年期同一性地位的研究——同一性地位的构成及其自我测定. 心理科学, 23(4), 430-434+510.[CrossRef] 
[8] Bai, C., Chen, X., Liu, H., & Yu, K. (2022). Parental Expectation and Mobile Phone Addiction in Adolescents from Chinese Low-Income Families: The Mediating Effects of Self-Esteem and Social Anxiety. Cyberpsychology Behavior and Social Networking, 25, 589-596.[CrossRef] [PubMed]
[9] Boughton, K. L., & Lumley, M. N. (2011). Parent Prediction of Child Mood and Emotional Resilience: The Role of Parental Responsiveness and Psychological Control. Depression Research and Treatment, 2011, Article ID: 375398.[CrossRef] [PubMed]
[10] Campbell, J. R. (1994). Differential Socialization in Mathematics Achievement: Cross-National and Cross-Cultural Perspectives. International Journal of Educational Research, 21, 667-747.[CrossRef] 
[11] Chan, D. W., Sun, X., & Chan, L. K. (2022). Domain-Specific Growth Mindsets and Dimensions of Psychological Well-Being among Adolescents in Hong Kong. Applied Research in Quality of Life, 17, 1137-1156.[CrossRef] 
[12] Cohen, G. L., & Sherman, D. K. (2014). The Psychology of Change: Self-Affirmation and Social Psychological Intervention. Annual Review of Psychology, 65, 333-371.[CrossRef] [PubMed]
[13] Dweck, C. S. (2006). Mindset: THE new Psychology of Success. Random House.
[14] Hu, C., Wang, C., Liu, W., & Wang, D. (2022). Depression and Reasoning Ability in Adolescents: Examining the Moderating Role of Growth Mindset. Frontiers in Psychology, 13, Article ID: 636368.[CrossRef] [PubMed]
[15] Kwok, S., & Fang, S. (2022). A Longitudinal Study of the Impact of Parental Discipline on Wellbeing among Primary School Students in China: The Roles of School Attachment and Growth Mindset. Child Abuse & Neglect, 124, Article ID: 105435.[CrossRef] [PubMed]
[16] Lai, X., Nie, C., Huang, S., Li, Y., Xin, T., Zhang, C., & Wang, Y. (2022). Effect of Growth Mindset on Mental Health Two Years Later: The Role of Smartphone Use. International Journal of Environmental Research and Public Health, 19, Article No. 3355.[CrossRef] [PubMed]
[17] Leung, C.-H. (2017). Assessing Mobile Phone Dependency and Teens’ Everyday Life in Hong Kong. Australian Journal of Psychology, 69, 29-38.[CrossRef] 
[18] Leung, J. T. Y., & Shek, D. T. L. (2019). The Influence of Parental Expectations and Parental Control on Adolescent Well-Being in Poor Chinese Families. Applied Research in Quality of Life, 14, 847-865.[CrossRef] 
[19] Louis, L. (2008). Linking Psychological Attributes to Addiction and Improper use Mobile Phone among Adolescents in Hong Kong. Journal of Children and Media, 2, 93-113.[CrossRef] 
[20] Miller, H. B., & Srougi, M. C. (2021). Growth Mindset Interventions Improve Academic Performance but Not Mindset in Biochemistry. Biochemistry and Molecular Biology Education, 49, 748-757.[CrossRef] [PubMed]
[21] Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding Minds: Growth Mindsets of Self-Regulation and the Influences on Effort and Perseverance. Journal of Experimental Social Psychology, 79, 164-180.[CrossRef] 
[22] Napolitano, C. M., Hoff, K. A., Ming, C. W. J., Tu, N., & Rounds, J. (2020). Great expectations: Adolescents’ intentional self-regulation predicts career aspiration and expectation consistency. Journal of Vocational Behavior, 120, Article 103423.[CrossRef] 
[23] Quach, A. S., Epstein, N. B., Riley, P. J., Falconier, M. K., & Fang, X. (2015). Effects of Parental Warmth and Academic Pressure on Anxiety and Depression Symptoms in Chinese Adolescents. Journal of Child and Family Studies, 24, 106-116.[CrossRef] 
[24] Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and School Engagement among Adolescents: Evidence for Gender-Specific Relations. Journal of Child and Family Studies, 24, 3742-3756.[CrossRef] 
[25] Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing Positive Futures: Modeling the Relationship between Adolescents’ Hopeful Future Expectations and Intentional Self Regulation in Predicting Positive Youth Development. Journal of Adolescence, 34, 1127-1135.[CrossRef] [PubMed]
[26] Shen, L., Wu, X., Zhen, R., & Zhou, X. (2021). Post-Traumatic Stress Disorder, Mobile Phone Dependence, and Academic Boredom in Adolescents during the COVID-19 Pandemic. Frontiers in Psychology, 12, Article ID: 724732.[CrossRef] [PubMed]
[27] Sridharan, V., Shoda, Y., Heffner, J., & Bricker, J. (2019). A Pilot Randomized Controlled Trial of a Web-Based Growth Mindset Intervention to Enhance the Effectiveness of a Smartphone App for Smoking Cessation. JMIR mHealth and uHealth, 7, e14602.[CrossRef] [PubMed]
[28] Wang, D., Yuan, F., & Wang, Y. (2022). Growth Mindset and Academic Achievement in Chinese Adolescents: A Moderated Mediation Model of Reasoning Ability and Self-Affirmation. Current Psychology, 41, 783-792.[CrossRef] 
[29] Wang, J.-L., Rost, D. H., Qiao, R.-J., & Monk, R. (2020). Academic Stress and Smartphone Dependence among Chinese Adolescents: A Moderated Mediation Model. Children and Youth Services Review, 118, Article 105029.[CrossRef] 
[30] Yadav, M. S., Kodi, S. M., & Deol, R. (2021). Impact of Mobile Phone Dependence on Behavior and Academic Performance of Adolescents in Selected Schools of Uttarakhand, India. Journal of Education and Health Promotion, 10, 327-327.[CrossRef] [PubMed]
[31] Zhang, A., Xiong, S., Peng, Y., Zeng, Y., Zeng, C., Yang, Y., & Zhang, B. (2022c). Perceived Stress and Mobile Phone Addiction among College Students: The Roles of Self-Control and Security. Frontiers in Psychiatry, 13, Article ID: 1005062.[CrossRef] [PubMed]
[32] Zhang, B., Liang, H., Luo, Y., Peng, Y., Qiu, Z., Mao, H., Yuan, M., & Xiong, S. (2022a). Loneliness and Mobile Phone Addiction in Chinese College Students: A Moderated Mediation Model. Journal of Psychology in Africa, 32, 605-610.[CrossRef] 
[33] Zhang, G., Yang, X., Tu, X., Ding, N., & Lau, J. T. F. (2020). Prospective Relationships between Mobile Phone Dependence and Mental Health Status among Chinese Undergraduate Students with College Adjustment as a Mediator. Journal of Affective Disorders, 260, 498-505.[CrossRef] [PubMed]
[34] Zhang, Q., Ran, G., & Ren, J. (2022b). Parental Psychological Control and Addiction Behaviors in Smartphone and Internet: The Mediating Role of Shyness among Adolescents. International Journal of Environmental Research and Public Health, 19, Article No. 16702.[CrossRef] [PubMed]
[35] Zhang, T., Park, D., Ungar, L. H., Tsukayama, E., Luo, L., & Duckworth, A. L. (2022d). The Development of Grit and Growth Mindset in Chinese Children. Experimental Child Psychology, 221, Article ID: 105450.[CrossRef] [PubMed]
[36] Zhen, R., Li, L., Liu, X., & Zhou, X. (2020). Negative Life Events, Depression, and Mobile Phone Dependency among Left-Behind Adolescents in Rural China: An Interpersonal Perspective. Children and Youth Services Review, 109, Article ID: 104688.[CrossRef]