Relationship between perceived teacher support and academic procrastination among high school students: a chain mediating effect of future orientation and academic engagement / 中华行为医学与脑科学杂志

Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.

The relationship between mobile phone addiction and psychological capital among college students: mediating role of perceived stress and negative emotion and moderating role of social support / 中华行为医学与脑科学杂志

Objective:To explore the relationship between mobile phone addiction and perceived stress, negative emotion, social support and psychological capital in college students, especially to clarify the internal mechanism of these variables.Methods:A total of 836 college students were investigated with mobile phone addiction index scale, positive psychological capital questionnaire, stress perception scale, positive and negative emotion scale and perceived social support scale.SPSS 22.0 software was used for correlation analysis and SPSS-PROCESS was used to analyze the mediating effect and moderating effect.Results:(1)The scores of psychological capital and perceived stress were(123.38±17.96)and(38.76±6.39)respectively, and the scores of negative emotion, social support and mobile phone addiction were(22.46±6.45), (63.36±12.40)and(39.31±10.01)respectively.Psychological capital was negatively correlated with perceived stress, negative emotion and mobile phone addiction( r=-0.66, -0.37, -0.28, all P<0.01).Perceived stress was positively correlated with negative emotion and mobile phone addiction( r=0.50, 0.38, both P<0.01).Social support was positively correlated with psychological capital( r=0.50, P<0.01), while negatively correlated with perceived stress, negative emotion and mobile phone addiction( r=-0.41, -0.30, -0.12, all P<0.01).(2)Psychological capital influenced mobile phone addiction by the mediating effect of perceived stress( β=-0.20, SE=0.03, 95% CI: -0.27--0.13).In addition, psychological capital influenced mobile phone addiction through the chain mediating effect of perceived stress and negative emotion( β=-0.04, SE=0.01, 95% CI: -0.06--0.01).Moreover, the mediating effect of psychological capital on stress perception was moderated by social support. Conclusion:Perceived stress and negative emotion are important mediations between psychological capital and mobile phone addiction.Social support can moderate the effect of psychological capital on perceived stress.