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引用次数: 0
摘要
社会归属感对青少年至关重要。然而,数字时代的排斥现象可能会通过社交媒体成瘾对青少年的协调感产生负面影响。本研究的主要目的是调查排斥与协调感之间的关联,并进行包括社交媒体成瘾在内的中介分析。样本包括 425 名年龄在 14 至 18 岁之间的土耳其青少年(平均年龄为 15.53 岁,标准差为 1.26 岁)。数据通过青少年排斥体验量表(Ostracism Experience Scale for Adolescents)、卑尔根社交媒体成瘾量表(Bergen Social Media Addiction Scale)和一致性感觉量表(Sense of Coherence Scale-Revised)收集。结果显示,排斥会增加社交媒体成瘾,进而对青少年的连贯感产生负面影响。此外,研究还发现社交媒体成瘾在排斥与连贯感之间起着间接作用。总之,这些结果表明,排斥是影响协调感的一个风险因素,而社交媒体成瘾会增加这种风险。阐释社交媒体成瘾在排斥和连贯性感之间的间接作用,相信会使人们认识到需要制定政策和干预方案来解决排斥和社交媒体成瘾问题,以维护青少年的心理健康。
Ostracism and Sense of Coherence: The Mediating Role of Social Media Addiction in Adolescents.
Social belonging is of vital importance for adolescents. However, ostracism in the digital age may negatively affect adolescents' sense of coherence through social media addiction. The main objective of the current study was to investigate the associations between ostracism and sense of coherence and to conduct mediation analysis including social media addiction. The sample consisted of 425 Turkish adolescents aged between 14 and 18 years (Mage= 15.53, SD = 1.26). Data were collected through the Ostracism Experience Scale for Adolescents, the Bergen Social Media Addiction Scale, and the Sense of Coherence Scale-Revised. The results showed that ostracism increased social media addiction, which in turn negatively affected adolescent's sense of coherence. Besides, an indirect role of social media addiction was found between ostracism and sense of coherence. Overall, these results suggest that ostracism is a risk factor for sense of coherence and that social media addiction increases this risk. Elucidating the indirect role of social media addiction between ostracism and sense of coherence is believed to shed light on the requirement for policies and intervention programmes to address ostracism and social media addiction to maintain adolescents'mental health.
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.