女大学生的执行功能与社交媒体成瘾:情感状态和压力的中介作用

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Z. He, Mingde Li
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引用次数: 5

摘要

摘要社交媒体成瘾是指个人对微博、微信、抖音等产生心理依赖的新兴现象。现有研究表明,移动社交媒体成瘾与饮食态度/行为紊乱之间可能存在关系。在这项研究中,我们调查了女大学生的执行功能,特别是食物抑制控制、情感状态/压力和移动社交媒体成瘾之间的关系,因为所有这些都在食物成瘾中起着预测作用。采用结构方程模型检验中介模型假说,结果证实了情感状态和压力在中国女大学生执行功能(尤其是对高热量食物的抑制控制)和移动社交媒体成瘾之间的中介作用。研究结果从心理机制的角度验证了社交媒体成瘾与饮食态度/行为紊乱之间的相关性。这些建议强调了提高对高热量食物的抑制控制的重要性,以及提供心理咨询以干预女大学生的负面情绪和压力管理的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Executive Function and Social Media Addiction in Female College Students: The Mediating Role of Affective State and Stress
Abstract Social media addiction is the emerging occurrence in which individuals develop psychological dependencies on microblog, wechat, Tik Tok and so on. Existing research has demonstrated the possible relationship between mobile social media addiction and disordered eating attitudes/behavior. In this study, we investigated the relationship between executive function, especially food-inhibitory control, affective state/stress, and mobile social media addiction among female college students as all play predictive roles in food addiction. A structural equation model was used to examine the mediation model hypothesis, and the results confirmed the mediating role of affective state and stress between executive function, especially inhibitory control over high-calorie food, and mobile social media addiction among Chinese female college students. The results verify the correlation between social media addiction and disordered eating attitudes/behavior from the perspective of psychological mechanisms. These proposals emphasize the significance of improving inhibitory control over high-calorie food and the importance of providing psychological counseling to intervene in negative emotions and stress management in female college students.
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
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.
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