Revista de Psicodidáctica (English ed.)最新文献

Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes 测量西班牙学生对教师情商行为的感知：与学术和个人成果的关系

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500167

Natalio Extremera , Manuel Pulido-Martos , Sergio Mérida-López , Lourdes Rey , Zorana Ivcevic

The aim of the present investigation was to analyze the psychometric properties of the Spanish version of the Teacher Emotionally Intelligent Behavior Scale (TEIBS-S) in two independent studies with secondary students. In Study 1, a cross-sectional design was used and 1850 secondary students (52.3% girls; M_age = 14.2 years) completed the TEIBS-S and other self-report measures of theoretically relevant constructs, including life satisfaction, negative emotional states, the quality of teacher-student relationships, and support in the classroom. In Study 2, a prospective design was used in which 409 secondary school students (60% girls; M_age ₌ 13.4 years) completed the TEIBS-S at time 1 and different self-report measures of academic engagement, satisfaction with life, positive and negative emotional states, anxiety and depression symptomatology, and somatic symptoms over on average five-month prospective interval. The results revealed preliminary evidence of adequate internal consistency. Also, the factor analyses supported a one–factor solution as original English version and was invariant across gender and expected significant relationships with the well-being and academic variables analyzed. Finally, Study 2 indicated that the TEIBS-S was positively related to academic engagement dimensions, positive affect and life satisfaction and negatively linked to somatic symptoms five months later. Our findings provide preliminary evidence that the TEIBS-S is a useful and valid instrument to assess teacher emotional intelligence-related behaviors that are linked to students’ affective and academic outcomes. Finally, practical recommendations and future lines of research using the TEIBS-S in school context are suggested.

本研究的目的是分析西班牙语版教师情绪智力行为量表（TEIBS-S）在两项中学生独立研究中的心理测量特性。研究1采用横断面设计，对1850名中学生(52.3%女生；Mage = 14.2岁)完成了TEIBS-S和其他理论相关构式的自我报告测量，包括生活满意度、消极情绪状态、师生关系质量和课堂支持。研究2采用前瞻性设计，对409名中学生(60%为女生；Mage = 13.4岁)在时间1完成TEIBS-S，并在平均5个月的预期间隔内完成学业投入、生活满意度、积极和消极情绪状态、焦虑和抑郁症状以及躯体症状的不同自我报告测量。结果显示了内部足够一致性的初步证据。此外，因子分析支持单因素解决方案，如原始英文版本，跨性别不变，并预期与幸福感和学术变量分析的显著关系。最后，研究2表明，TEIBS-S与学业投入维度、积极情感维度和生活满意度显著正相关，与5个月后的躯体症状显著负相关。我们的研究结果提供了初步的证据，表明TEIBS-S是评估教师情商相关行为的有用和有效的工具，这些行为与学生的情感和学业成绩有关。最后，提出了在学校背景下使用TEIBS-S的实际建议和未来的研究方向。

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引用次数: 0

Knowing and understanding cultural heritage in digital environments: An approach using MIMIC and network models 认识和理解数字环境中的文化遗产：一种使用MIMIC和网络模型的方法

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500169

Olaia Fontal , Alex Ibañez-Etxeberria , Víctor E. Gil-Biraud , Benito Arias

Knowing and understanding cultural heritage is essential for proper value-attribution, since without historical, social, political, economic or artistic contexts, we cannot attribute value to it. Knowledge, which is the first phase of the Heritage Learning Sequence (HLS), enables us to identify the causes and justifications that explain its nature and state, and provides a sound grounding for heritage valuation. The dimensions knowing and understanding, as measured by the Q-Herilearn scale (Fontal, Ibañez-Etxeberria, et al., 2024b) in digital environments have been analysed according to the answers given by a sample of 2362 participants aged 18 to 70. Comparative analyses between groups (frequentist and Bayesian) have been carried out, the validity of both the measurement models and the structural model (MIMIC) has been determined, and the analyses were complemented by means of network analysis. Both the measurement model and the final structural model (MIMIC with DIF) have provided sufficient guarantees in terms of validity and reliability, and results have been endorsed by network analysis. The dimensions analysed (knowledge and understanding of heritage) are strongly interconnected, so that the understanding of heritage depends largely on the degree of prior knowledge. However, we have found no evidence (or very weak, given the small effect size) of the influence of socio-demographic variables on either the dimensions or the indicators that measure them. We believe that the most relevant contribution of this research is the combination of structural equation-based models with network analysis-based models to study the knowledge and understanding of cultural heritage in digital contexts.

认识和理解文化遗产对于正确的价值归属至关重要，因为没有历史、社会、政治、经济或艺术背景，我们无法赋予其价值。知识是文物学习序列的第一阶段，它使我们能够找出解释其性质和状态的原因和理由，并为文物估价提供坚实的基础。通过q - herillearn量表（Fontal, Ibañez-Etxeberria, et al., 2024b）测量的数字环境中的认知和理解维度已根据2362名年龄在18至70岁之间的参与者给出的答案进行了分析。进行了组间（频率论和贝叶斯）的比较分析，确定了测量模型和结构模型（MIMIC）的有效性，并通过网络分析对分析进行了补充。测量模型和最终的结构模型（MIMIC与DIF）在效度和信度方面都提供了足够的保证，结果得到了网络分析的认可。所分析的维度（知识和对遗产的理解）是紧密相连的，因此对遗产的理解在很大程度上取决于先验知识的程度。然而，我们没有发现社会人口变量对维度或衡量它们的指标的影响的证据（或者非常薄弱，考虑到较小的效应大小）。我们认为，本研究最相关的贡献是将基于结构方程的模型与基于网络分析的模型相结合，以研究数字背景下对文化遗产的认识和理解。

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引用次数: 0

Analysis of cognitively loaded physical tasks and active breaks for the improvement of executive functions in the school context. A systematic review and meta-analysis 学校环境下认知负荷体力任务和主动休息对执行功能改善的分析。系统回顾和荟萃分析

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500163

Félix Zurita-Ortega, Gabriel González-Valero, José Luis Ubago-Jiménez, Eduardo Melguizo-Ibáñez

In the school environment, young people show a high level of sedentary behaviour. Physical activity has been shown to be beneficial in improving students' quality of life. Moreover, physical activity with cognitive challenges and the implementation of active breaks are effective tools to work on the cognitive development of students in the school environment. The overall aim of this study was to analyse and compare the effect of interventions based on active breaks and cognitively challenging physical tasks to improve executive functions. The search for research was carried out in Web of Science, ERIC, Scopus, PsycINFO, Pubmed and Cochrane Library from May to August 2024. It has been considered studies that applied a physical activity programme with cognitive demands or application of active breaks and that used a randomised controlled trial or controlled trial design. The quantitative synthesis consisted of 22 studies. Two moderating variables were established: physical activities with cognitive demands and the use of active breaks. The application of physical activities with cognitive demands was more effective for working on cognitive flexibility (g = 1.47, CI = [0.70, 2.25]), fluency (g = 1.71, CI = [1.16, 2.27]) and updating (g = 1.05, CI = [-0.96, 3.06]). The application of active breaks was more efficient for attention work (g = 0.74, CI = [0.01, 1.47]), inhibition (g = 1.24, CI = [0.56, 1.92]) and working memory (g = 1.00, CI = [-0.54, 2.55]). It has been concluded that the presence of cognitive load in school physical activities condition the work of different executive functions.

在学校环境中，年轻人表现出高度的久坐行为。体育活动已被证明有利于提高学生的生活质量。此外，具有认知挑战的体育活动和主动休息的实施是促进学生在学校环境中认知发展的有效工具。本研究的总体目的是分析和比较基于主动休息和具有认知挑战性的体力任务的干预措施对改善执行功能的影响。研究检索在Web of Science， ERIC, Scopus, PsycINFO， Pubmed和Cochrane Library进行，检索时间为2024年5月至8月。它被认为是应用具有认知需求的体育活动计划或应用主动休息，并使用随机对照试验或对照试验设计的研究。定量综合包括22项研究。建立了两个调节变量：具有认知需求的体力活动和主动休息的使用。有认知需求的体育活动对认知灵活性（g = 1.47,CI =[0.70, 2.25]）、流畅性（g = 1.71,CI =[1.16, 2.27]）和更新性（g = 1.05,CI =[-0.96, 3.06]）的提高更有效。主动休息的应用对注意工作（g = 0.74,CI =[0.01, 1.47]）、抑制（g = 1.24,CI =[0.56, 1.92]）和工作记忆（g = 1.00,CI =[-0.54, 2.55]）更有效。研究表明，学校体育活动中认知负荷的存在对不同执行功能的工作具有调节作用。

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引用次数: 0

The influence of the educational platform Rain Classroom on emotional intelligence, creativity, academic independence, and concentration of Chinese students: An empirical study 雨课堂教育平台对中国学生情商、创造力、学术独立性和注意力的影响：一项实证研究

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500170

Weiwei Jiang

The aim of this study is to evaluate the impact of an educational model based on the theory of embodied interaction on the development of emotional intelligence, creativity, academic independence, and attention concentration among students. The study involved 300 students from a Chinese university who were divided into experimental and control groups. In the experimental group, the Rain Classroom platform, which integrates digital technologies into the traditional educational process, was utilized, while the control group continued their studies under the standard curriculum. The results revealed that students in the experimental group exhibited significant improvements across all measured parameters—emotional intelligence, creativity, academic independence, and attention concentration—whereas no such changes were observed in the control group. The scientific novelty of the research lies in its comprehensive approach to examining the influence of the embodied approach and digital educational platforms on the development of students' cognitive and emotional competencies. The study's practical significance is reflected in the proposal of a new approach for educators and educational administrators aimed at enhancing the effectiveness of teaching through the use of digital educational platforms.

摘要本研究旨在探讨具身互动教育模式对学生情绪智力、创造力、学术独立性和注意力集中发展的影响。这项研究涉及来自中国一所大学的300名学生，他们被分为实验组和对照组。实验组使用将数字技术融入传统教育过程的Rain课堂平台，对照组继续在标准课程下学习。结果显示，实验组的学生在所有测量参数——情商、创造力、学术独立性和注意力——上都表现出了显著的进步，而对照组的学生则没有这些变化。本研究的科学新颖之处在于，它综合考察了具身教学法和数字教育平台对学生认知能力和情感能力发展的影响。该研究的现实意义体现在为教育工作者和教育管理者提出了一种新的方法，旨在通过使用数字教育平台来提高教学效率。

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引用次数: 0

Anxiety, emotional regulation and academic performance in early primary students: impact of an intervention 小学早期学生焦虑、情绪调节与学业表现：干预的影响

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500166

Raquel Gomis, Núria Garcia-Blanc, Agnès Ros-Morente, Gemma Filella

This study explores the relationship between anxiety, emotional regulation, and academic performance in early Primary Education, examining the effects of an intervention targeting emotional skills. A quasi-experimental design with pre- and posttests was implemented, involving 430 first- and second-grade students. Through a linear mixed model, the interactions between different time points (pretest–posttest) and groups (control and experimental) are analyzed. Additionally, a Structural Equation Model (SEM) is conducted to analyze the relationships between anxiety, emotional regulation, and academic performance before and after the intervention. Intervention, based on an emotional competencies model, enhances emotional regulation. Regarding the SEM model, the results indicate a negative relationship between anxiety and academic performance and a positive relationship between emotional regulation and performance. Emotional regulation acts as a mediator in this relationship, but only after the intervention. These findings highlight the importance of developing emotional competencies in primary education to improve well-being and academic performance, although more specific interventions are needed to reduce anxiety. This study provides new perspectives on how emotional regulation and anxiety influence academic performance in the early school years.

本研究探讨了焦虑、情绪调节和小学早期学业成绩之间的关系，考察了以情绪技能为目标的干预的效果。采用准实验设计，对430名一、二年级学生进行前测和后测。通过线性混合模型，分析了不同时间点（前测后测）和组（对照组和实验组）之间的相互作用。采用结构方程模型（SEM）分析干预前后焦虑、情绪调节与学业成绩的关系。基于情绪能力模型的干预可以增强情绪调节。在SEM模型中，焦虑与学业成绩呈负相关，情绪调节与学业成绩呈正相关。情绪调节在这种关系中起中介作用，但只有在干预之后。尽管需要更具体的干预措施来减少焦虑，但这些发现强调了在初等教育中培养情感能力对提高幸福感和学习成绩的重要性。本研究为情绪调节和焦虑如何影响幼儿学习成绩提供了新的视角。

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引用次数: 0

Reciprocal relations between teacher engaging messages and student motivation 教师参与信息与学生动机的相互关系

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500165

Jaime León , Fernando Núñez-Regueiro , Elisa Santana-Monagas

Effective teaching practices are crucial for student success and the quality of education. One such practice that has recently gained attention is the use of engaging teacher messages, which have shown promising results. This study investigates the reciprocal relationship between teacher engaging messages and student motivation using a random intercept cross-lagged panel model. Participants were 1048 (Mean age = 16.33, SD = 1.25) high school students from 16 different secondary schools, 949 of whom participated in at least one measurement wave and were accounted for in the analyses participated in the study. Rooted in self-determination theory, the study found that messages highlighting the benefits of studying had a positive impact on changes in student motivation to learn, and that teacher engaging messages were not impacted by changes in student motivation. These findings suggest that effective teacher engaging messages, such as gain-framed autonomous messages, are partly independent from students’ motivation and can therefore be promoted to enhance student outcomes and the overall quality of education.

有效的教学实践对学生的成功和教育质量至关重要。最近受到关注的一种做法是使用吸引人的教师信息，这种做法已经显示出令人鼓舞的效果。本研究采用随机截距交叉滞后面板模型探讨教师参与信息与学生动机之间的相互关系。参与者为来自16所不同中学的1048名高中生（平均年龄 = 16.33,SD = 1.25），其中949名至少参与了一次测量波，并被纳入分析。基于自我决定理论，研究发现，强调学习的好处的信息对学生学习动机的变化有积极的影响，教师参与的信息不受学生动机变化的影响。这些发现表明，有效的教师参与信息，如收益框架自主信息，部分独立于学生的动机，因此可以促进提高学生的成绩和整体教育质量。

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引用次数: 0

Bullying victimization and bystander behavior in bullying: Examining the mediating roles of social anxiety and social-emotional competence 欺凌受害与欺凌中的旁观者行为：社会焦虑和社会情绪能力的中介作用

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500168

Ruoxin Gao , Xiaowei Chu

Bullying victimization has been widely recognized as a robust predictor of adverse psychosocial outcomes, yet the relationship between bullying victimization to bystanders’ behaviors toward bullying incidents remains poorly understood. Besides, the mediating roles of emotional-cognitive factors such as social anxiety and social-emotional competence in shaping these dynamics have not been systematically examined through a longitudinal lens. The present study investigated the bidirectional relationships between bullying victimization and three types of bystander behaviors (i.e., defending, passive bystanding, and pro-bullying), with a focus on the chain-mediating roles of social anxiety and social-emotional competence. A longitudinal survey was conducted across three waves with six-month intervals, involving 1,022 Chinese adolescents (52.1% female; M_age = 14.69, SD_age = 1.15). Results indicated that bullying victimization unidirectionally and longitudinally predicted bystanders’ pro-bullying behavior. Social anxiety and social-emotional competence independently mediated the cross-sectional relationship between bullying victimization and bystander behavior in bullying. These findings advance theoretical understanding of the emotional-cognitive mechanisms underlying the dynamics between bullying victimization and bystander behavior, providing valuable insights for developing targeted interventions to break the vicious cycle of their influence.

欺凌受害已被广泛认为是不良心理社会结果的有力预测因素，然而欺凌受害与旁观者对欺凌事件的行为之间的关系仍然知之甚少。此外，情绪认知因素如社交焦虑和社交情绪能力在形成这些动态中的中介作用尚未通过纵向镜头系统地检查。本研究考察了霸凌受害与三种类型的旁观者行为（防卫、被动旁观和支持霸凌）之间的双向关系，并重点研究了社交焦虑和社会情绪能力的连锁中介作用。纵向调查分三波进行，每隔六个月进行一次，涉及1022名中国青少年(52.1%为女性；法师 = 14.69 SDage = 1.15)。结果表明，欺凌受害对旁观者的亲欺凌行为具有单向和纵向的预测作用。社会焦虑和社会情绪能力在霸凌受害与旁观者行为的横断面关系中起独立中介作用。这些发现促进了对欺凌受害者和旁观者行为之间动态关系的情绪认知机制的理论理解，为制定有针对性的干预措施以打破其影响的恶性循环提供了有价值的见解。

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引用次数: 0

Students’ perceived social support in the transition from primary to secondary education: Grade-related trends and association with cybervictimization 中小学生对社会支持的感知：与年级相关的趋势及其与网络受害的关系

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500172

Mónica Rodríguez-Enríquez , David Álvarez-García , Sarai Rodríguez-Alvarado , Martina Ares-Ferreirós

This study examines the role of perceived social support in cybervictimization and differences according to educational level in a sample of 654 students from 5^th grade of primary education to 4^th grade of secondary education (M_age = 12.80, SD = 1.64) in Galicia, Spain. Participants aged 9 to 17 years, identified as girls (48.8%), boys (50%), and non-binary (1.2%) and came from public schools (60.7%) and government-dependent private schools (39.3%) in rural (43.2%) and urban areas (56.8%). The data analysis included ANOVA to explore differences in social support by grade, multiple regression analysis to evaluate the relationship between sources of support (family, peers, close friends, and teachers) and cybervictimization, and mediation analyses to examine indirect and interaction effects. The results show that family support is the primary source of support in the earlier grades, but its influence decreases during adolescence, while peer support remains stable. All sources of support were negatively associated with cybervictimization, although the effects varied by grade: the effect of perceived family support diminished in higher grades, while the effect of perceived peer support increased. It is crucial to develop preventive strategies that strengthen different sources of social support, prioritizing family support during childhood and promoting peer support in adolescence while maintaining the continuous facilitative role of teachers.

本研究以西班牙加利西亚的654名小学五年级至中学四年级学生（Mage = 12.80, SD = 1.64）为样本，考察了感知社会支持在网络受害中的作用以及不同教育水平的差异。参与者年龄在9至17岁之间，被确定为女孩（48.8%），男孩（50%）和非二元（1.2%），来自农村（43.2%）和城市地区（56.8%）的公立学校（60.7%）和政府依赖的私立学校（39.3%）。数据分析包括方差分析（ANOVA）、多元回归分析（multiple regression analysis）和中介分析（mediation analysis），分别探讨不同年级学生在社会支持方面的差异；多元回归分析（multiple regression analysis）评估支持来源（家庭、同伴、亲密朋友和老师）与网络受害之间的关系；结果表明，家庭支持在低年级阶段是支持的主要来源，但其影响在青春期阶段减弱，而同伴支持则保持稳定。所有的支持来源都与网络受害呈负相关，尽管其影响因年级而异：感知到的家庭支持的影响在高年级减弱，而感知到的同伴支持的影响增强。至关重要的是要制定预防战略，加强不同的社会支持来源，在童年时期优先考虑家庭支持，在青春期促进同伴支持，同时保持教师的持续促进作用。

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引用次数: 0

The influence of information and social overload on academic performance: The role of social media fatigue, cognitive depletion, and self-control 信息和社交超载对学业成绩的影响：社交媒体疲劳、认知耗竭和自我控制的作用

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500164

Xin Wang , Xuanzhu Zhao , Changsheng Yu

The growing reliance on social media and unlimited access to information have raised concerns about their impact on mental health and academic performance. This study examines how information and social overload influence fatigue, cognition, and the academic performance of university students, with a particular focus on the moderating role of self-control. The sample consisted of 320 university students from China (M = 20.51, SD = 1.52), of which 73.4% were women and 26.6% were men. Through a structural model based on the stress-outcome framework and the ego depletion theory, the relationships between these variables are explored. The findings reveal that information overload significantly contributes to social media fatigue, indicating that excessive use of information leads to mental exhaustion in students. This fatigue increases cognitive depletion, reducing students' ability to concentrate and process information. As a result, this depletion negatively impacts their academic performance. Furthermore, self-control is identified as a significant moderator in the relationship between information overload and fatigue, highlighting its importance in managing the negative effects associated with intensive social media use. This study provides valuable insights into the interaction between information use, self-control, fatigue and academic performance, offering relevant implications for the well-being and academic success of university students.

越来越多的人依赖社交媒体和无限制地获取信息，这引起了人们对它们对心理健康和学习成绩的影响的担忧。本研究探讨了信息和社会超载如何影响大学生的疲劳、认知和学习成绩，并特别关注自我控制的调节作用。样本由来自中国的320名大学生组成（M = 20.51,SD = 1.52），其中73.4%为女性，26.6%为男性。通过基于压力-结果框架和自我耗竭理论的结构模型，探讨了这些变量之间的关系。研究结果表明，信息过载对社交媒体疲劳有显著的促进作用，这表明信息的过度使用导致了学生的精神疲惫。这种疲劳增加了认知能力的消耗，降低了学生集中注意力和处理信息的能力。因此，这种消耗对他们的学习成绩产生了负面影响。此外，自我控制被认为是信息超载和疲劳之间关系的重要调节因素，强调了其在管理与密集社交媒体使用相关的负面影响方面的重要性。本研究对信息使用、自我控制、疲劳与学业成绩之间的相互作用提供了有价值的见解，为大学生的幸福感和学业成功提供了相关的启示。

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引用次数: 0

The impact of a service-learning program based on social and emotional learning to prevent internet gaming addiction among adolescents 基于社交和情感学习的服务学习计划对预防青少年网络游戏成瘾的影响

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500171

Francisco D. Fernández-Martín , Patricia Ayllón-Salas , Santiago Alonso-García , Francisco-Javier Hinojo-Lucena

In recent years, a substantial rise in the prevalence of internet gaming disorder has been observed, predominantly among adolescents. In this regard, social and emotional competencies have been shown to be protective factors against the development of internet gaming disorder. Nevertheless, research on social and emotional learning is limited regarding their impact on the prevention of internet gaming disorder. In light of the significance of integrating social and emotional learning into school instruction, this study utilized a service-learning approach to facilitate this integration. The objective was to estimate the impact of a service-learning program based on social and emotional learning on the levels of social and emotional competencies and the prevention of internet gaming disorder among Spanish adolescents. The study adopted a quasi-experimental design, with the sample divided into two groups: the intervention group (n = 54) and the control group (n = 54). The intervention group implemented a service-learning program on prevention measures against internet gaming addiction at their high school, receiving training in social and emotional competencies at the same time. The results indicate that the intervention group obtained a statistically significant improvement in social and emotional competencies and symptoms related to internet gaming disorder in comparison to the control group following the completion of the program. The obtained effect size indicates a large impact of the program. The present study proposes an innovative intervention that integrates service-learning and social and emotional learning to prevent video game addiction problems in high school students.

近年来，人们观察到网络游戏障碍的患病率大幅上升，主要是在青少年中。在这方面，社交和情感能力已被证明是防止网络游戏障碍发展的保护因素。然而，关于社交和情感学习对预防网络游戏障碍的影响的研究是有限的。鉴于社会与情感学习融入学校教学的重要性，本研究采用服务学习的方法来促进这种整合。目的是评估一项基于社交和情感学习的服务学习计划对西班牙青少年社交和情感能力水平的影响，并预防网络游戏障碍。本研究采用准实验设计，将样本分为干预组（n = 54）和对照组（n = 54）两组。干预组在高中实施了一项预防网络游戏成瘾措施的服务学习计划，同时接受了社交和情感能力的培训。结果表明，与对照组相比，干预组在完成项目后，在社交和情感能力以及与网络游戏障碍相关的症状方面取得了统计学上显著的改善。得到的效应大小表明该程序的影响很大。本研究提出了一种结合服务学习和社会情感学习的创新干预方法来预防高中生电子游戏成瘾问题。

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引用次数: 0