心理学进展

Vol.6 No.7 (July 2016)

大学生人际关系、自我调节学习与手机依赖的关系研究
Research on the Relationship between College Students’ Interpersonal Relationship, Self Regulated Learning and Mobile Phone Dependence

 

作者:

刘力源 :鲁东大学,山东 烟台

 

关键词:

手机依赖人际关系自我调节学习大学生Dependence of Mobile Phone Interpersonal Relationship Self Regulated Learning College Students

 

摘要:

目的:探究大学生人际关系、自我调节学习与手机依赖的关系。方法:本文主要采用访谈法、问卷法,以在校大学生为研究对象,通过现场发放方式采集,对烟台部分高校300名学生进行问卷调查。结果:1) 大学生使用最多的手机功能排名前三是用手机上网(44.7%)、打电话(20.6%)、看电影(15.5%)。用手机上网的人数已经远远超过用手机打电话的人数。大学生手机使用最主要的动机前三是人际交往需求(43.0%)、娱乐消遣(25.8%)、学习与工作需要(13.7%)。大学生人际交往需求比重最大,远远超过其他动机需求。37.8%大学生手机平均每天使用手机时间2~6 h。34.4%大学生平均每天使用手机时间2~4 h。2) 大学生手机依赖总分在性别之间存在显著性差异(p < 0.05)。3) 不同年级大学生的手机依赖总分差异显著(p < 0.01),不同年级大学生在失控性、戒断性、逃避性和低效性上显著(p < 0.01)。4) 大学生手机依赖总分在独生子女与否之间不存在显著性差异;而独生子女在手机依赖的失控性、低效性这两个维度上存在显著差异。结论:手机依赖的不断加深会严重影响大学生的人际关系,不利于大学生的自我调节学习。

Objective: To explore the relationship between college students’ interpersonal relationship, self regulated learning and mobile phone dependence. Methods: This article mainly uses the interview method and the questionnaire method. We take the university students as the research object. Through the collection on the spot, we invite 300 college students in Yantai to carry on the ques-tionnaire survey. Results: 1) The top three functions that college students use are: surfing online (44.7%), making phone call (20.6%), and watching movies (15.5%). The number of people who use mobile phones to surf the Internet has been far more than the number of people who make phone call using mobile phones. Three of the most important motivations for mobile phone use among college students are interpersonal communication needs (43%), entertainment (25.8%), learning and work needs (13.7%). College students’ interpersonal communication demand is the largest, far more than other motivational needs. 2) College students’ scores of mobile phone dependence have significant difference between the sexes (P < 0.05). 3) College students’ scores of mobile phone dependence in different grades are different significantly (P < 0.01), which are significant on un-control, withdrawal, escape and inefficiency. 4) There is no significant difference of total score of mobile phone dependence between the only child and not, while significant difference exists in un-control and inefficiency of the mobile phone dependence among the only child. Conclusion: The continuous deepening of mobile phone dependence will seriously affect college students’ interpersonal relationship, which is not conducive to college students’ self regulated learning.

文章引用:

刘力源 (2016) 大学生人际关系、自我调节学习与手机依赖的关系研究。 心理学进展, 6, 836-845. doi: 10.12677/AP.2016.67108

 

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