小学生正念书法、注意偏向和手机成瘾倾向的关系及其干预
文献类型：学位论文
| 作者 | 张燕 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张雨青 |
| 关键词 | 正念书法训练 手机成瘾 注意偏向 儿童 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Studv on the Relationshiu and the Intervention Effect among Primary School Students Mindfulness-based Calligrauhy, Attentional Bias and Mobile Phone Addiction |
| 中文摘要 | Since the outbreak of the COVID-19 pandemic, many schools have followed the policy of "stopping schooling but maintain learning online. Long time online learning plus wechating and many sorts of short video entertainments are the causes of students' attentional bias and smart phone addiction. Meanwhile studies of mindfulness-based training to students' attentional bias have been increasing and the effect to intervern students' smart phone addiction has been growingly significant. This study combines the concept of mindfulness, attentional bias and primary students mobile phone addiction to explore the mechanism among mindfulness level, attention bias and primary student's mobile phone addiction. In addition, an intervention plan for Mindfulness-based Calligraphy Training is specially designed. The plan aims to explore whether Mindfulness-based Calligraphy Training can effectively intervene attention bias of mobile phone addiction primary students. This study contains the following two sub-studies: In the first study, 104 pupils in Grade 3 to 6 were monitored by completing questionnaires including the Five Facet Mindfulness Questionnaire (FFMQ), Pupils' Mobile Phone Addiction Questionnaire (PMPAQ), and Chinese-version Attention to Positive and Negative Information Scale (CAPNIS). Statistical process of 69 valid questionnaires is implemented to explore the current situation of mobile phone addiction among primary school students, and analyze the relationship between mobile phone addiction and mindfulness, and study the mediating effect of attentional bias on the two; In the second study, the recruited subjects were screened on the basis of the first study: 27 students were screened with the symptoms of "mobile phone addiction" (that is, the total score exceeded 45 points) by the above-mentioned PMPAQ, and the remaining 42 students had no symptoms of `mobile phone addiction'. Then, 3 out of 27 students in the `Mobile Phone Addiction group" (referred to as "MPA group") who suffered from depression or anxiety due to recent bereavement or other reasons were excluded, and the MPA group was finally determined with a total of 24 students. Then, among the 42 students without "mobile phone addiction" symptoms, 24 students were randomly selected as the control group, which is called the "non-mobile phone addiction group" (Non-MPA group). Finally, among the 24 people in the MPA group, 12 were randomly selected as members of the Mindfulness-based Calligraphy Training group (MCT group), and they would receive an eight-week Mindfulness-based Calligraphy Training intervention; the remaining 12 people would automatically become the Non-Mindfulness-based Calligraphy Training group (Non-MCT group) members, who only receive traditional calligraphy lessons as usual. The main conclusions of the study are as follows: (1) There is a significant correlation between the level of mindfulness, the level of attentional bias and the degree of mobile phone addiction among pupils in Grade 3 to 6. The level of mindfulness and attentional bias of these students have predictive effects on their degree of mobile phone addiction; (2) The attentional bias of primary school students in Grades 3一6 acts as a mediator between the level of mindfulness and the degree of mobile phone addiction; (3) Mindfulness-based Calligrap场Training (MCT) can optimize the attentional bias of primary school students in Grade 3一6, thereby relieving their mobile phone addiction. |
| 英文摘要 | 新冠疫情流行以来，学校均贯彻执行“停课不停学”政策。长时间居家网课及线上沟通休闲娱乐等需要导致智能手机过度使用是促成小学生的注意偏向和手机成瘾倾向因素之一。与此同时运用正念训练对小学生注意偏向的研究也日渐增加，正念训练对缓解小学生手机成瘾倾向的效果逐渐显著。 本研究结合正念，注意偏向以及手机成瘾等概念，考察正念水平，注意偏向和手机成瘾倾向之间的作用机制;另外，通过特别设计的正念书法训练干预方案探索正念书法训练能否有效干预手机成瘾倾向小学生的注意偏向，从而缓解小学生手机成瘾倾向。 本研究包含以下两个子研究: 研究几采用五因素正念觉知量表(FFMQ)、小学生手机成瘾量表(CPMPAQ),中文版针对正面及负向信息的注意偏向量表(CAPNIS)对104名小学3-6年级的学生进行问卷测试，并对69份有效问卷进行统计处理以探讨小学生手机成瘾倾向现状、分析手机成瘾倾向与正念的关系及注意偏向在二者间的中介作用;研究结果为注意偏向和手机成瘾倾向性别差异显著和年级差异显著。正念和注意偏向，手机成瘾显著负相关，注意偏向和手机成瘾显著正相关。注意偏向在正念和手机成瘾之间起中介作用。 研究二，在研究一基础上筛选招募被试:由上述“手机成瘾量表”筛查出27名学生具有“手机成瘾”倾向(即总得分超过45分)，剩下42名学生不具有“手机成瘾”倾向。然后，再排除“手机成瘾组”(简称为“MPA组”)27名学生中由于近期丧亲或其他原因而导致心情抑郁或焦虑学生3名，最终确定MPA组，共24人。接着，在不具有“手机成瘾”倾向42名学生中，随机选取24名学生，作为对照组，可称“非手机成瘾组”C Non-MPA组)。最后，再在MPA组的24人中，选取12名，作为正念干预组(MCT组)成员，接受为期八周的正念书法训练的干预;其余12人，则自动成为非正念组(Non-MCT组)成员，照常接受传统书法课程服务。研究结果:经过视觉搜索，点探测，线索靶子和斯特鲁四项注意偏向研究范式测量，学生注意偏向得到显著改善，有效缓解了手机成瘾倾向。 研究主要结论如下: (1）小学3-6年级学生正念水平、注意偏向和手机成瘾倾向程度，两两之间存在着显著的关联，这些学生的正念水平、注意偏向对他们的手机成瘾倾向程度都具有预测作用; (2）小学3-6年级学生的注意偏向，在正念水平与手机成瘾倾向程度之间，充当了中介作用; (3)正念书法训练(MCT)可以有效干预小学3-6年级学生的注意偏向，从而缓解他们的手机成瘾倾向程度。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45123]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 张燕. 小学生正念书法、注意偏向和手机成瘾倾向的关系及其干预[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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