家庭沟通与青少年学生的双向心理健康：通过数字游戏成瘾和学校归属感的序列调解

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-13 DOI:10.1002/pits.23290

M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya

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引用次数: 0

摘要

家庭内部沟通的存在可被视为一种保护性因素，通过对青少年的心理健康问题起到缓冲作用，防止其在学校出现心理健康问题。因此，本研究旨在揭示土耳其青少年家庭沟通与双维学生心理健康（心理健康/压力）之间的潜在机制，考察数字游戏成瘾和学校归属感的序列中介作用。研究样本由 397 名自愿参加研究的土耳其青少年组成，其中包括 206 名女生（51.9%）和 191 名男生（48.1%）。参与者的年龄在 14 至 17 岁之间（M = 14.63 岁，SD = 0.60）。本研究采用了基于结构方程模型的横截面和解释性设计。研究的主要发现如下：(1) 数字游戏成瘾对家庭沟通与心理健康/压力之间的关系起中介作用；(2) 学校归属感对家庭沟通与心理健康/压力之间的关系起中介作用；(3) 数字游戏成瘾和学校归属感对家庭沟通与心理健康/压力之间的关系起连续中介作用。

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Family communication and bi‐dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness

The presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi‐dimensional student mental health (psychological well‐being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (M = 14.63 years, SD = 0.60). In this study, a cross‐sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well‐being/distress, (2) school belongingness mediated the relationship between family communication and psychological well‐being/distress, and (3) the relationship between family communication and psychological well‐being/distress was serially mediated by both digital game addiction and school belongingness.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.