| The complicated social adjustment,strong rebelliousness and lack of self-control of secondary vocational school students have led to the common phenomenon of mobile phone dependence.Therefore,under the framework of intergenerational transmission theory,this study examines the effect mechanisms of family factors(parental phubbing,parent-child communication)and individual factors(fear of missing out,personal growth initiative)on secondary vocational school students’ mobile phone dependence,and on this basis,explores feasible intervention measures for secondary vocational school students’ mobile phone dependence.Four studies were specifically included.Study 1 used 1905 secondary vocational school students in Guangzhou as subjects,and used questionnaires to explore the characteristics and trends of mobile phone dependence development among secondary vocational school students.The results show that,(1)20.67%of secondary vocational school students were positive for mobile phone dependence,among which 25.67%,18.47% and 18.65% of students from V.1 to V.3,in that order;(2)The time spent by secondary vocational school students on mobile phones in each grade is in a "V" shape,that is,V.1 > V.3 > V.2.And girls spend significantly longer time playing mobile phones than boys on Saturdays and Sundays.Furthermore,students with low academic achievement spend significantly more time on their cell phones than students with medium or high academic achievement;(3)The three types of mobile phone APPs most played by secondary vocational school students are online social(We Chat,QQ),video(Kuai Shou,Tik Tok)and game(Honor of Kings,Playerunknown’s Battlegrounds)in order.Study 2 used a cross-sectional study to explore the influencing factors and mechanisms of mobile phone dependence among secondary vocational school students.That is,to examine the immediate effects of parental phubbing on secondary vocational school students’ mobile phone dependence,as well as the mediating role of fear of missing out and parent-child communication in it,and the moderating role of personal growth initiative.The results show that,(1)Immediate positive prediction of mobile phone dependence among secondary vocational school students by parental phubbing;(2)Fear of missing out,parent-child communication play a simple mediating role between parental phubbing and secondary vocational school students’ mobile phone dependence,respectively,and together they play a chain mediating role;(3)Personal growth initiative significantly moderates the effects of parental phubbing,fear of missing out,and parent-child communication on secondary vocational school students’ mobile phone dependence.Study 3 used 1173 secondary vocational school students in Guangzhou as subjects in a two-stage longitudinal study design with an interval of 9 months to examine the intertemporal stability of the results obtained in Study 2 and the causal relationships between the variables.The results show that,(1)Fear of missing out,parent-child communication play separate longitudinal simple mediating roles and combined longitudinal chain mediating roles between parental phubbing and secondary vocational school students’ mobile phone dependence;(2)Personal growth initiative significantly moderates the effects of fear of missing out and parent-child communication on secondary vocational school students’ mobile phone dependence;(3)In terms of causation,personal growth initiative and fear of missing out,parent-child communication are mutually causal;Parental phubbing and parent-child communication are mutually causal;The fear of missing out and mobile phone dependence are mutually causal;Parental phubbing is the cause of personal growth initiative,fear of missing out is the cause of parent-child communication,mobile phone dependence is the cause of parent-child communication,and personal growth initiative is the cause of mobile phone dependence.Study 4 randomly divided 52 secondary vocational school students with mobile phone dependence into an intervention group and a control group using a 4-week intervention study design.The results show that,the personal growth initiative theme course has a significant effect on mobile phone dependence intervention for secondary vocational school students,and this positive intervention effect has continuity.In summary,this study follows the logic of "status quo-relationship-mechanism-intervention" by means of cross-sectional,longitudinal and interventional research,which is not only conducive to the theoretical construction of the effect mechanism of mobile phone dependence,but also provides an empirical basis for the formulation of effective intervention strategies for mobile phone dependence among secondary vocational school students. |
PDF Full Text Request