上海市中学生问题性智能手机使用与心理健康的相关性：学业压力的中介效应

doi:10.3969/j.issn.1672-8467.2022.01.003

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复旦学报(医学版) ›› 2022, Vol. 49 ›› Issue (01) : 16-22. DOI: 10.3969/j.issn.1672-8467.2022.01.003

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上海市中学生问题性智能手机使用与心理健康的相关性：学业压力的中介效应

彭艾平¹, 兰玉坤², 贾英男²

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Association between problematic smartphone use and mental health and the mediating effects of academic pressure among junior and senior high school students in Shanghai, China

PENG Ai-ping¹, LAN Yu-kun², JIA Ying-nan²

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摘要

目的探讨上海市中学生问题性智能手机使用（problematic smartphone use，PSU）和心理健康的可能关联及学业压力在两者之间的中介作用。方法于2018年12月采用两阶段抽样的方法，在上海市5所初中和8所高中，共回收2 867份有效问卷，有效应答率为92.5%。调查内容包括对象基本情况、学业压力、问题性智能手机使用和心理健康情况。问题性智能手机使用情况采用中小学生PSU分类量表来评估，学业压力采用中国中学生学业压力量表（Academic Pressure Subscale，APS）评估，心理健康采用世界卫生组织心理健康指标（World Health Organization Five-Item Well-Being Index，WHO-5）评估。采用双变量相关分析和回归分析，检验PSU、学业压力、心理健康之间的关系；采用中介效应分析，探索学业压力在PSU与心理健康关系中的中介作用。结果初、高中生的问题性智能手机使用与学业压力显著正相关（初中生：r=0.27，P < 0.01；高中生：r=0.22，P < 0.01）；学业压力与心理健康显著负相关（初中生：r=-0.52，P < 0.01；高中生：r=-0.49，P < 0.01）；初中生社交网络使用和娱乐游戏使用与心理健康显著负相关（社交网络：r=-0.08，P < 0.05；娱乐游戏：r=-0.13，P < 0.01）；高中生信息搜索使用与心理健康显著正相关（r=0.08，P < 0.01）。学业压力对社交网络使用与心理健康的联系存在遮掩效应，对娱乐游戏使用与心理健康的负向联系存在中介效应。结论上海市中学生问题性智能手机使用与心理健康状况相关，不同维度PSU与心理健康的关联类型不同，且学业压力在其中存在中介效应。

Abstract

Objective To examine the cross-sectional association between the problematic smartphone use(PSU) and mental health and the mediating role of academic pressure in the association between them among junior and senior high school students in Shanghai, China.Methods A two-stage sampling method was employed in Dec 2018.Students from 13 (5 junior and 8 senior) high schools participated in a survey assessing demographic characteristics, academic stress, PSU and mental health.A total of 2 867 valid questionnairs were collected, and the effective response rate was 92.5%.Problematic Smartphone Use Classification Scale (PSUCS) for primary and high school students was used to evaluate the PSU. Academic Pressure Subscale (APS) for Chinese high school was used to evaluate the academic pressure.World Health Organization Five-Item Well-Being Index (WHO-5) was used to evaluate the mental health.Bivariate correlation and regression analysis were used to analyze the relationship among PSU, academic pressure and mental health. Mediating effect models were conducted to explore the mediating role of academic stress in the relationship between PSU and mental health.Results The PSU was significantly positively associated with academic pressure among junior (r=0.27, P < 0.01) and senior (r=0.22, P < 0.01) high school students.The academic pressure was significantly negatively associated with mental health among junior (r=-0.52, P < 0.01) and senior (r=-0.49, P < 0.01) high school students.Among junior high school students, the PSU on social networking (r=-0.08, P < 0.05) and PSU on entertainment (r=-0.13, P < 0.01) were significantly negatively associated with mental health respectively.Among senior high school students, the PSU on information collection was significantly positively associated with mental health (r=0.08, P < 0.01).Among both junior and senior high school students, the association between PSU on social networking and mental health was suppressed by academic pressure, while academic pressure mediated the negative association between PSU on entertainment and mental health.Conclusion The PSU is associated with mental health among junior and senior high school students, and academic pressure mediates the association between them.But there are different associations between different PSU types and mental health.

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彭艾平, 兰玉坤, 贾英男. 上海市中学生问题性智能手机使用与心理健康的相关性：学业压力的中介效应[J]. 复旦学报(医学版), 2022, 49(01): 16-22 https://doi.org/10.3969/j.issn.1672-8467.2022.01.003

PENG Ai-ping, LAN Yu-kun, JIA Ying-nan. Association between problematic smartphone use and mental health and the mediating effects of academic pressure among junior and senior high school students in Shanghai, China[J]. Fudan University Journal of Medical Sciences, 2022, 49(01): 16-22 https://doi.org/10.3969/j.issn.1672-8467.2022.01.003

中图分类号： R179

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上海市公共卫生体系建设三年行动计划（2020—2022年）优秀青年人才项目（GWV-10.2-YQ23）

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