School Burnout and Mind Wandering among Adolescents: The Mediating Roles of Internet Addiction and the Moderating Role of Resilience.

IF 1.7 4区心理学 Q3 PSYCHOLOGY

Journal of Genetic Psychology Pub Date : 2023-09-01 Epub Date: 2023-05-13 DOI:10.1080/00221325.2023.2209127

Fang Wang

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引用次数: 0

Abstract

School burnout is a worldwide issue that affects adolescents at every academic level. Despite the significant impact of this issue on adolescents' mental health and academic performance, few studies have examined its influence on mind wandering and its underlying mechanisms. This research endeavors to address this knowledge gap by examining the mediating role of Internet addiction in the relationship between school burnout and mind wandering and the moderating role of resilience among 2329 Chinese adolescents (Mage = 14.9 years, SD = 1.73) through an online questionnaire assessment. Participants completed measures of school burnout, Internet addiction, resilience, and mind wandering, which were analyzed using structural equation modeling (SEM) with SPSS 23.0 and Mplus 8.0. Results demonstrated that school burnout was positively linked with mind wandering, while Internet addiction mediated this relationship. Additionally, resilience moderated the association between Internet addiction and mind wandering. These findings significantly improve our comprehension of the consequences of mind wandering and offer valuable insights into possible intervention approaches for adolescents experiencing this phenomenon.

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学校倦怠与青少年心理漫游：网络成瘾的中介作用和韧性的调节作用。

学校倦怠是一个全球性问题，影响着各个学术水平的青少年。尽管这一问题对青少年的心理健康和学习成绩产生了重大影响，但很少有研究探讨它对走神的影响及其潜在机制。本研究试图通过调查2329名中国青少年的网络成瘾在学校倦怠和走神之间的中介作用以及恢复力的调节作用来解决这一知识差距（Mage=14.9 SD=1.73）。参与者完成了学校倦怠、网络成瘾、恢复力和走神的测量，并使用SPSS 23.0和Mplus 8.0进行结构方程建模（SEM）分析。结果表明，学校倦怠与走神呈正相关，而网络成瘾介导了这种关系。此外，恢复力调节了网络成瘾和走神之间的联系。这些发现显著提高了我们对走神后果的理解，并为经历这种现象的青少年的可能干预方法提供了有价值的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Genetic Psychology 医学-心理学

CiteScore

2.80

自引率

0.00%

发文量

审稿时长

>12 weeks

期刊介绍： The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.