初中生感知校园氛围与网络游戏成瘾的关系:学业自我效能感的中介效应与父母学业卷入的调节效应
Perceived School Climate and Internet Gaming Disorder Among Junior Middle School Students: The Mediating Role of Academic Self-efficacy and The Moderating Role of Parental Academic Involvement

采用问卷法对462名初中生进行调查,考察了初中生学业自我效能感在感知校园氛围与网络游戏成瘾(Internet gaming disorder, IGD)关系间的中介效应,以及父母学业卷入对这一中介过程的调节效应。结果发现:(1)在控制了性别、年龄、家庭月收入和父母受教育水平后,感知校园氛围显著负向预测初中生IGD;(2)学业自我效能感在感知校园氛围与IGD关系间起着显著的部分中介效应;(3)父母学业卷入对中介路径"感知校园氛围→学业自我效能感→IGD"具有显著的调节效应,即相对于父母学业卷入水平低的初中生而言,这一间接效应对于父母学业卷入水平高的初中生更强。实践干预时,可以通过提高青少年的学业自我效能感和/或调整父母学业卷入程度来预防和控制青少年IGD。
The present study investigated the relationship between perceived school climate and adolescents' internet gaming disorder (IGD), and the mediating effect of academic self-efficacy as well as the moderating effect of parental academic involvement. The perceived school climate scale, academic self-efficacy scale, parental academic involvement questionnaire and internet gaming disorder questionnaire were administered to 462 adolescents (Mean age=13.02, male=207) from junior middle school in Guangdong province. The results indicated that:(1) perceived school climate negatively predicted IGD; (2) the relationship between perceived school climate and IGD was partially mediated by academic self-efficacy; (3) This indirect link was stronger for adolescents with high parental academic involvement than for those with low parental academic involvement.