健康与遗传心理学研究室知识库

随着社会经济和信息技术的快速发展，青少年不可避免地通过电脑、手机、平板电脑等媒介接触网络。网络的使用可以帮助青少年获得更多的信息和资源，同时也存在网络成瘾、游戏成瘾等风险。青少年时期正是初高中时期，也是学业压力较大，学习较为紧张的时期，同时也处于成长的叛逆期，这一时期更容易出现问题性网络使用，并由此引发学习倦怠问题。而从内部影响因素来看，个体自尊水平，以及外部因素的父母监管，都不同程度地影响问题性网络使用与学习倦怠的关系。因此，本研究将聚焦问题性网络使用与中学生学习倦怠的关系，探索自尊和父母监管在两者间的作用机制。

本研究包括两个研究：研究一采用问卷调查法，使用青少年病理性网络使用量表、学习倦怠量表、自尊量表和父母监管问卷，针对 614 名中学生进行测试，从理论层面探讨了问题性网络使用对中学生学习倦怠的影响机制，分析了自尊的中介作用及父母监管的调节作用。为了进一步验证研究一父母监管的调节作用，研究二在研究一的基础上，设计了相应的父母监管干预课程，选取实验组和对照组，并对干预前后中学生的问题性网络使用、学习倦怠、自尊和父母监管情况进行数据分析。结果发现：

（1）年级上，学习倦怠、问题性网络使用和父母监管的差异，在统计学上不显著。自尊在年级存在显著差异，初一最高、高三最低。性别上，学习倦怠、自尊和父母监管没有显著差异，问题性网络使用的性别差异显著，男生问题性网 络使用比女生更多。学习倦怠、问题性网络使用、自尊和父母监管之间关系是：问题性网络使用和学习倦怠是正相关关系，父母监管和自尊是正相关关系，其余两两负相关。

（2）自尊在问题性网络使用和学习倦怠的关系中存在中介效应：问题性网络使用越多，自尊水平越低，学习倦怠水平越高，反之亦然。父母监管在问题性网络使用与学习倦怠的关系中存在调节作用：随着父母监管的增强，问题性网络 使用对学习倦怠的负面影响得到了有效缓解。

（3）对父母的进行两个多月的线上课程干预后，由重复测量方差分析结果显示，实验组中学生的父母监管水平显著提升、学习倦怠水平显著下降、自尊水 平有显著提升、问题性网络使用显著降低，而对照组数据无明显变化。这个结果表明，培训有效的提高了父母的合理监管能力和监管水平，进而降低了中学生的学习倦怠水平。

本研究通过问卷法探索了问题性网络使用和学习倦怠之间的关系，深入分析了自尊和父母监管在其中的影响机制，并在此基础上针对父母进行了培训课程的干预措施，从而验证了研究一的部分结论，通过父母监管方式的调整，达到缓解中学生学习倦怠水平的目的。研究结果对在实际教学应用中具有一定的启示和很好的实践应用意义。

The development and rapid popularization of the Internet has brought earth-shaking changes to our lives. However, Internet is a double-edged sword for teenagers, which not only provides them with abundant learning resources and information access channels, but also brings many problems to them, such as learning burnout, Internet addiction, emotional problems and so on. Among them, the influence of problematic Internet use on middle school students' learning burnout has aroused the concern and attention of the public and families.

This study includes two studies: Study 1 adopts the questionnaire survey method, uses adolescent pathological Internet use scale, learning burnout scale, self-esteem scale and parental supervision questionnaire to test 614 middle school students, discusses the influence mechanism of problematic Internet use on middle school students' learning burnout from the theoretical level, and analyzes the mediating role of self-esteem and the moderating role of parental supervision. In order to further verify the moderating effect of parental supervision in Study 1, Study 2 designed the corresponding parental supervision intervention course on the basis of study 1, selected the experimental group and the control group, and conducted data analysis on the problematic Internet use, learning burnout, self-esteem and parental supervision of middle school students before and after the intervention. The results showed that:

(1) At grade level, the differences in learning burnout, problematic Internet use, and parental supervision were not statistically significant. There are significant differences in self-esteem among grades, the highest in junior one and the lowest in senior three. In terms of gender, there were no significant differences in learning burnout, self-esteem and parental supervision, but there were significant gender differences in problematic Internet use, with boys having more problematic Internet use than girls.The relationship between learning burnout, problematic Internet use, self-esteem and parental supervision is as follows: problematic Internet use and learning burnout are positively correlated, parental supervision and self-esteem are positively correlated, and the rest are negatively correlated.

(2) Self-esteem has mediating effect on the relationship between problematic Internet use and learning burnout: the more problematic Internet use, the lower the level of self-esteem and the higher the level of learning burnout; Parental supervision has a moderating effect on the relationship between problematic Internet use and learning burnout: With the enhancement of parental supervision, the negative impact of problematic Internet use on learning burnout has been effectively alleviated.

(3) After more than two months of online course intervention for parents, the results of repeated measurement ANOVA showed that the parental supervision level, learning burnout level, self-esteem level and problematic Internet use of middle school students in the experimental group were significantly improved, while the data of the control group were not significantly changed. The results show that the training effectively improves the parents' reasonable supervision ability and supervision level, and then reduces the learning burnout level of middle school students.

This study explored the relationship between problematic Internet use and learning burnout by means of questionnaires, and deeply analyzed the influence mechanism of self-esteem and parental supervision. On this basis, intervention measures of training courses were carried out for parents, so as to verify part of the conclusions of study 1. Adjustment of parental supervision can alleviate the learning burnout level of middle school students. The research results have certain enlightenment and good practical application significance in practical teaching application.