健康与遗传心理学研究室知识库

科学技术的发展极大丰富了人们获取信息的途径，媒体的使用呈现出多元化的现象，日益增多的媒体多任务行为开始得到社会的关注。另外，疫情的大流行使得学生群体的学习方式由传统的学校学习向线上学习转变，学生接触媒体设备的机会增加，进行媒体多任务行为的可能性也随之增加。频繁进行媒体多任务行为除了容易导致个体注意力难以集中，产生疲劳，影响学习外，也会影响现实生活中的人际关系体验，引发一系列负面情绪，其中抑郁就是其中之一。

本研究旨在探索小学生媒体多任务行为的现状及其与抑郁的关系。其主要目的包括：第一，调查小学生媒体多任务的使用情况，了解当前媒体多任务行为的基本情况，以预测未来的发展趋势。第二，将基本心理需要作为中介变量，自我控制作为调节变量，构建具有调节作用的中介模型，验证媒体多任务行为与抑郁之间的关系。

本研究向重庆市、成都市的三所小学发放媒体多任务使用问卷、儿童抑郁量表、基本心理需要量表及自我控制双系统量表，同时进行线上线下调查，线下问卷完成时间为一周，线上问卷开放时间为2个月，共收集到1196份有效问卷。 本研究分两个研究探讨媒体多任务行为的现状与媒体多任务行为对抑郁的作用机制。

研究一采用《媒体多任务使用问卷》，探究小学生媒体多任务行为的现状，分别检验小学生媒体多任务的性别差异、年级差异以及城乡差异。结果表明：（1）小学生媒体多任务行为得分低于均值（2）小学生媒体多任务行为存在性别差异（3）小学生媒体多任务行为存在城乡差异（3）小学生媒体多任务行为存在年级差异。

研究二采用《儿童抑郁量表》、《基本心理需要量表》和《自我控制双系统量表》，探究小学生媒体多任务对抑郁的作用机制。首先将基本心理需要作为中介变量进行中介效应检验，然后将自我控制作为调节变量进行调节效应检验。结果表明：（1）小学生媒体多任务行为与抑郁呈显著正相关（2）基本心理需要在媒体多任务与抑郁间起部分中介作用（3）自我控制在基本心理需要和抑郁间起调节作用。

通过以上研究，得出以下研究结论：

1.小学生的媒体多任务行为处在较低水平。男生的媒体多任务行为明显多于女生。乡镇地区的小学生媒体多任务行为明显高于城市地区。随着年级增加，小学生的媒体多任务行为也呈增加趋势。

2.小学生进行媒体多任务行为越多，体验到的抑郁情绪越强烈。

3.小学生的媒体多任务行为可以直接影响抑郁，也可以通过基本心理需要来 影响抑郁。

4.小学生的自我控制水平较高时，能够有效调整情绪与行为，从现实生活中获得基本心理需要，减少媒体多任务行为，从而降低抑郁的风险。

The development of science and technology has greatly enriched the ways for people to obtain information, and the use of media presents a diversified phenomenon. In addition, the pandemic has changed the learning mode of the student group from traditional school learning to online learning, and students have increased access to media devices and the possibility of media multitasking behavior. Frequent media multitasking not only easily leads to difficulty in concentrating, fatigue and affecting learning, but also affects interpersonal relationship experience in real life and causes a series of negative emotions, among which depression is one of them.

The purpose of this study was to explore the current status of media multitasking behavior among primary school students and its relationship with depression. Its main objectives include: first, to investigate the use of media multitasking among primary school students, to understand the basic situation of current media multitasking behavior, so as to forecast the future development trend. Second, basic psychological needs were used as mediating variables and self-control as moderating variables to construct a mediating model with moderating effects and verify the relationship between media multitasking behavior and depression.

In this study, the media multi-task use questionnaire, Child Depression Scale, basic Psychological Needs scale and self-control dual-system scale were distributed to three primary schools in Chongqing and Chengdu, and the online and offline surveys were conducted at the same time. The offline questionnaires took one week to complete, and the online questionnaires took two months to open. This study was divided into two studies to investigate the current status of media multitasking behavior and the mechanism of media multitasking behavior on depression.

Study 1 used the Media multitasking Questionnaire to explore the current situation of primary school students' media multitasking behavior, and the gender differences, grade differences and urban-rural differences of primary school students' media multitasking were tested respectively. The results show that: (1) the score of media multitasking behavior of primary school students is lower than the mean value (2) there is gender difference in media multitasking behavior of primary school students (3) there is urban-rural difference in media multitasking behavior of primary school students (3) there is grade difference in media multitasking behavior of primary school students.

Study 2 used the Children's Depression Inventory, the Basic Psychological Needs Scale and the Dual-Mode of Self-control Scale to explore the mechanism of media multitasking on depression in primary school students. Firstly, basic psychological needs were used as the mediating variable to test the mediating effect, and then self-control was used as the moderating variable to test the moderating effect. The results show that: (1) there is a significant positive correlation between media multitasking and depression in primary school students; (2) basic psychological needs play a partial mediating role between media multitasking and depression; (3) self-control plays a moderating role between basic psychological needs and depression.

Through the above research, the following main conclusions are drawn:

1. The media multitasking behavior of primary school students is at a low level. Male students have significantly more media multitasking than female students. The media multitasking behavior of primary school students in rural areas is significantly higher than that in urban areas. As the grade increases, the media multitasking behavior of primary school students also increases.

2. The more media multitasking students engaged in, the stronger depression they experienced.

3. The media multitasking behavior of primary school students can affect depression directly or through basic psychological needs.

4. When primary school students have a high level of self-control, they can effectively adjust their emotions and behaviors, obtain basic psychological needs from real life, reduce media multitasking behavior, and thus reduce the risk of depression.