Revista De Psicodidactica最新文献_第2页

Diferencias entre España y Marruecos en el desajuste escolar, clínico y personal durante la adolescencia 西班牙和摩洛哥在青少年时期学校、临床和个人失调方面的差异

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500160

Paola Bully , Joana Jaureguizar , Elena Bernaras

Schools play a fundamental role in promoting psychological and academic adjustment during adolescence. Given that the majority of students in the classrooms are of Spanish and Moroccan origin, the main objective of this study was to conduct a cross-cultural Spain-Morocco analysis of scholar, clinical, and personal maladjustment, taking into account both sex and age. In order to ensure a valid assessment, a preliminary objective was set to adapt and evaluate the psychometric properties of the Behavioural Assessment System for Children and Adolescents (BASC-S3) in the Moroccan context. A total of 1,707 students participated, 941 residing in Spain and 766 in Morocco, aged between 11 and 19 years. The results demonstrated adequate psychometric properties for both the Spanish and Moroccan versions of the questionnaire, along with sex and age invariance within each country and between the two countries. Comparisons within each country revealed few differences based on sex and age. However, comparisons between countries have revealed lower levels of scholar, clinical, and personal maladjustment in Spain than in Morocco. Considering these cultural differences may help to design more effective preventive interventions and improve psychological assessment and care.

学校在促进青少年心理和学业适应方面发挥着根本作用。鉴于课堂上的大多数学生都是西班牙和摩洛哥裔，本研究的主要目的是对学者、临床和个人的适应不良进行跨文化的西班牙-摩洛哥分析，同时考虑到性别和年龄。为了确保有效的评估，初步目标是在摩洛哥环境中调整和评估儿童和青少年行为评估系统（BASC-S3）的心理测量特性。共有1,707名学生参加，其中941名居住在西班牙，766名居住在摩洛哥，年龄在11至19岁之间。结果表明，西班牙语和摩洛哥语版本的问卷具有足够的心理测量特性，并且在两国内部和两国之间具有性别和年龄的不变性。每个国家内部的比较显示，基于性别和年龄的差异很小。然而，各国之间的比较显示，西班牙的学者、临床和个人适应不良水平低于摩洛哥。考虑到这些文化差异可能有助于设计更有效的预防干预措施，并改善心理评估和护理。

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引用次数: 0

El papel mediador de la satisfacción con la vida en la relación entre esperanza y satisfacción académica entre estudiantes universitarios ecuatorianos 生活满意度在厄瓜多尔大学生希望与学业满意度之间的关系中所起的中介作用

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500154

Nazury Santillán-García , Kati Rueda-Espinoza , Zaida Orozco-Moreno , Rodrigo Moreta-Herrera , José A. Rodas

The aim is to identify the effect that hope has on academic satisfaction at a direct and indirect level through satisfaction with life in a sample of university students from Ecuador. The method used is based on a descriptive, explanatory mediation and cross-sectional study with SEM techniques. The Sample is formed by 879 participants, 79.6% are women and 20.4% are men. With ages between 18 and 67 years (M = 29.71, SD = 7.92). The students are from 10 public universities in Ecuador, divided into 22 undergraduate courses. The results are that the levels of hope, life satisfaction and academic satisfaction are moderate and high. Hope and satisfaction with life explain 24.6% of the changes in the variance of academic satisfaction. Satisfaction with life plays a mediating role and explains 58.6% of the total effect of the relationship between hope and academic satisfaction. It is concluded that hope exerts both a direct and indirect effect through life satisfaction on the academic satisfaction of university students in Ecuador.

目的是通过对厄瓜多尔大学生的生活满意度样本，在直接和间接层面上确定希望对学业满意度的影响。所使用的方法是基于描述性，解释性中介和横断面研究与扫描电镜技术。样本由879名参与者组成，其中79.6%为女性，20.4%为男性。年龄18 ~ 67岁（M = 29.71, SD = 7.92）。这些学生来自厄瓜多尔10所公立大学，分为22个本科课程。结果表明，大学生的希望、生活满意度和学业满意度分别为中等和较高。对生活的希望和满意解释了24.6%学业满意度方差的变化。生活满意度起中介作用，解释了希望与学业满意度关系总效应的58.6%。研究发现，希望通过生活满意度对厄瓜多尔大学生学业满意度有直接和间接的影响。

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引用次数: 0

Efecto del aprendizaje basado en juegos en las habilidades de pensamiento de orden superior en matemáticas de los estudiantes: un metanálisis 基于游戏的学习对学生数学高级思维能力的影响：荟萃分析

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500158

Bambang Sri Anggoro , Andi Harpeni Dewantara , Suherman Suherman , Rosida Rakhmawati Muhammad , Sari Saraswati

Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students’ high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students’ mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students’ mathematics HOTS, with an overall effect falling within the small category (g = .134, p < .001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.

教育研究趋势表明，人们对理解游戏对数学成绩的影响越来越感兴趣。然而，只有少数研究综合了以往的定量研究，探讨了基于游戏的学习（GBL）如何影响学生数学高阶思维技能（HOTS）的提高。为了解决这一差距，本荟萃分析研究旨在探讨GBL对学生数学HOTS的有效性。该研究分析了2010年至2024年间发表的13项实证研究中的40个效应值，这些研究收集自Scopus、Eric和Pro-Quest等电子数据库。采用R软件分析效应量，检测发表偏倚，并进行亚组分析。使用k-means算法，排除了两项被确定为异常值的研究。在去除这些异常值后，研究结果显示GBL对学生的数学HOTS有积极影响，总体影响在小范围内(g = .134, p <；措施)。此外，调节变量包括教育水平、测量思维技能、大陆、对照治疗和干预持续时间显著影响使用GBL的HOTS的改善，而样本量因素无显著影响。本文讨论了所有的发现、限制和影响。

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引用次数: 0

Efecto de una unidad didáctica intermitente gamificada en Educación Física sobre la actividad física semanal de los escolares medida con acelerómetros: Un ensayo controlado y aleatorizado por grupos naturales. Estudio School-Fit 体育教育中间歇性教学单元对学生每周身体活动的影响，用加速度计测量：一项由自然群体进行的对照随机试验。研究School-Fit

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500156

Santiago Guijarro-Romero , Daniel Mayorga-Vega , Carolina Casado-Robles , Jesús Viciana

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren's accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren's physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10.000 steps per day (p < .05, Cramer's V = .521-.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildren's physical activity levels.

本研究的主要目的是分析基于游戏场的间歇教学单元在体育设置中使用行为矫正策略对学童加速度计测量的每周身体活动水平的影响。共有小学生203人(女生39.8%；将两所公立学校9-12岁的学生随机分为实验组（n = 121）和对照组（n = 82）。实验组每周进行三次基于游戏的间歇教学单元（每次使用前15分钟），持续五周。行为矫正策略，如活动腕带、目标设定和教育咨询也被用于促进习惯性体育活动。在最后一个干预周之前和期间，通过ActiGraph wGT3X+/BT加速度计客观测量学童的身体活动水平。多水平线性模型结果显示，实验组学童每周中高强度体育活动的改善具有统计学意义(p <；0.05, d = 0.42)。此外，干预在统计上显著提高了学龄儿童的百分比，平均每天至少进行60分钟的中等至高强度体育活动和10000步(p <；.05，克莱默V = .521-.549)。使用行为矫正策略的基于游戏的间歇教学单元似乎对提高学童的身体活动水平有效。

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引用次数: 0

Capacidad predictiva de la influencia de la familia, el profesorado y los pares sobre el compromiso escolar afectivo, cognitivo y conductual en estudiantes de educación primaria y secundaria 预测家庭、教师和同伴对小学和中学学生的情感、认知和行为参与的影响的能力

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500159

Laura Lara , Edgardo Miranda-Zapata , Mahia Saracostti , Ximena de-Toro

School engagement has been proven to be a crucial factor in the development of a successful educational trajectory. It is a multidimensional concept encompassing affective, cognitive, and behavioral aspects, all of which are influenced by the social support students receive from the contexts in which they grow, with the most significant being family, teachers, and peers. The primary objective of this study is to analyze the impact of family, teacher, and peer support on students’ levels of affective, cognitive, and behavioral school engagement in the subsequent year while also examining variations between primary and secondary school students. This study involved 927 elementary and secondary school students who were assessed over two consecutive years. The results of the multigroup structural equation analysis revealed that family, teacher, and peer support levels had distinct predictive capabilities on different components of school engagement at both educational levels. Specifically, family support predicted levels of cognitive engagement, while peer support predicted levels of affective engagement. Furthermore, for elementary school students, teacher support emerged as a predictor of behavioral engagement, while for secondary students, it was identified as a predictor of cognitive and affective engagement. This study highlights how important family, teacher, and peer support are for shaping different aspects of school engagement. By understanding these distinct influences, educators and families can work together to create supportive environments that help students thrive academically and emotionally.

学校参与已被证明是成功教育轨迹发展的关键因素。这是一个多维度的概念，包括情感、认知和行为方面，所有这些都受到学生从他们成长的环境中获得的社会支持的影响，其中最重要的是家庭、老师和同龄人。本研究的主要目的是分析家庭、教师和同伴支持对学生在随后一年的情感、认知和行为学校参与水平的影响，同时研究小学生和中学生之间的差异。本研究对927名中小学生进行了连续两年的评估。多组结构方程分析的结果显示，家庭、教师和同伴支持水平对两个教育水平的学校投入的不同组成部分具有不同的预测能力。具体来说，家庭支持预测认知投入水平，而同伴支持预测情感投入水平。此外，对于小学生来说，教师支持是行为投入的预测因子，而对于中学生来说，它被认为是认知和情感投入的预测因子。这项研究强调了家庭、教师和同伴支持对塑造学校参与的不同方面的重要性。通过了解这些不同的影响，教育者和家庭可以共同创造支持性的环境，帮助学生在学业和情感上茁壮成长。

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引用次数: 0

PISA 2022. Predictores de la competencia matemática de los estudiantes españoles de Educación Secundaria 比萨到2022年。西班牙中学学生数学能力预测器

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500152

Pablo Javier Ortega-Rodríguez

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

数学能力是21世纪积极参与和积极参与的基础，也是面对全球化社会挑战的基础。本研究旨在分析一组预测因素对参加PISA 2022的西班牙学生数学能力的同时影响。样本包括28,792名西班牙学生(14,465名男生，50.24%；14327名女生（49.76%），来自935所学校。收集数据采用两份调查问卷，一份针对学生，一份针对校长。根据数据呈现的三个层次（1级=学生，2级=学校，3级=自治区）使用层次线性模型。第一层次包括性别、社会经济背景、家庭文化水平、数学焦虑和自我效能感；第二层是学校的社会经济背景；第三个层次是人均GDP。结果表明，女生在数学方面比男生更焦虑，自我效能感更低。学生的社会经济背景、家庭文化水平、数学焦虑和数学自我效能感是数学能力的显著预测因子。在学校层面，社会经济背景对成绩有影响。这些发现表明，需要加强学校和家庭之间的合作，并为教师提供关于如何处理对数学的社会情感感受的具体培训。

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引用次数: 0

Efectos de una intervención integral en escuelas de primaria para proteger a la infancia frente a la violencia: un estudio cuasi-experimental 小学全面干预对保护儿童免受暴力侵害的影响：一项准实验性研究

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500155

Ana M. Greco, Patricia Hernández-Hidalgo, Marc Balcells, Antonia Linde-García, Irene Montiel

Considering that one in two children is estimated to have experienced violence in the last year according to the World Health Organization, the school has an undeniable and unique protective and preventive role. #EscuelaSinViolencias is the first programme to comprehensively target violence against children in the context of primary school in Spain through the solid theoretical approach of Developmental Victimology. The objective of this study was to assess its impact on the children's psychological, family and school well-being and their knowledge of Children's Rights and violence in 971 girls and boys from third to sixth grade. It also tests school staff's knowledge, preparedness to detect and respond to possible cases of violence and perception of the family and school environment as protective in 110 participants. A pre-post design with a control group was used. Repeated measures analysis of variance (ANOVA) and generalized linear mixed models (GLMM) were conducted. A significant increase in school well-being among students in experimental schools compared to control schools was found, as well as increased knowledge of Children's Rights and access to report. School staff from experimental schools reported significant increases in knowledge of violence against children and in preparedness to deal with potential cases. At the same time, their perception of the family and school environments as protective decreased slightly but significantly. This programme is the first to address violence in a comprehensive manner with an empirical study that validates its positive impact for the integral protection of children.

考虑到据世界卫生组织估计，去年每两个儿童中就有一个遭受暴力，学校具有不可否认的独特保护和预防作用。#EscuelaSinViolencias是西班牙第一个通过发展受害学的坚实理论方法全面解决小学暴力侵害儿童问题的方案。本研究的目的是评估其对971名三年级至六年级男孩和女孩的心理、家庭和学校福利以及他们对儿童权利和暴力的知识的影响。它还测试了110名参与者的学校工作人员的知识、发现和应对可能的暴力案件的准备情况以及对家庭和学校环境具有保护作用的看法。采用前后设计，设对照组。进行重复测量方差分析（ANOVA）和广义线性混合模型（GLMM）。研究发现，与对照组学校相比，实验学校学生的学校幸福感显著提高，对儿童权利的认识和获得报告的机会也有所增加。来自实验学校的学校工作人员报告说，他们对暴力侵害儿童行为的知识和处理潜在案件的准备都有了显著增加。与此同时，他们对家庭和学校环境保护的看法略有下降，但明显下降。该方案是第一个以全面方式解决暴力问题的方案，并进行了实证研究，证实了暴力对儿童整体保护的积极影响。

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引用次数: 0

Comportamientos emocionalmente inteligentes docentes y su papel en la relación entre la cibervictimización y los factores de riesgo de suicidio en adolescentes 情商教学行为及其在网络受害与青少年自杀风险因素之间的关系中的作用

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500157

Sergio Mérida-López , Cirenia Quintana-Orts , Jorge Gómez-Hombrados , Natalio Extremera

Psychological distress is an increasing concern among adolescents worldwide. Cybervictimization is considered one of the stressors that adolescents may face, and it significantly impacts various indicators of suicide risk (i.e., symptoms of depression, anxiety, and stress, and suicidal ideation). However, teacher emotionally intelligent behaviors (TEIB) might mitigate the links between cybervictimization experiences and suicide risk factors. This study aimed to examine the relationships between cybervictimization and several suicide risk indicators, as well as the potential moderating role of TEIB in these links. A sample of 1,866 (996 girls) adolescents (M_age = 13.99, SD = 1.44) participated in this study and completed widely validated measures. Moderation analyses revealed that TEIB moderated the positive associations between cybervictimization and symptoms of depression, anxiety, and stress, even after controlling for the effects of sociodemographic factors (i.e., age and gender) and emotional intelligence. However, TEIB did not moderate the link between cybervictimization and suicidal ideation. These novel findings both underscore the significance of students’ perceptions of TEIB in shaping their psychological well-being and highlight potential avenues for research aimed at mitigating the consequences of cybervictimization.

心理困扰是全世界青少年日益关注的问题。网络受害被认为是青少年可能面临的压力源之一，它显著影响自杀风险的各种指标（即抑郁、焦虑、压力和自杀意念的症状）。然而，教师情商行为（TEIB）可能减轻网络受害经历与自杀风险因素之间的联系。本研究旨在探讨网络伤害与几个自杀风险指标之间的关系，以及TEIB在这些联系中的潜在调节作用。共有1866名青少年（996名女孩）（Mage = 13.99, SD = 1.44）参与了本研究，并完成了广泛验证的测量。适度分析显示，即使在控制了社会人口因素（即年龄和性别）和情商的影响之后，TEIB也缓和了网络受害与抑郁、焦虑和压力症状之间的正相关关系。然而，TEIB并没有缓和网络受害和自杀意念之间的联系。这些新发现既强调了学生对TEIB的看法在塑造其心理健康方面的重要性，也强调了旨在减轻网络受害后果的研究的潜在途径。

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引用次数: 0

Evaluación del conocimiento emocional en un contexto bilingüe y su relación con la conducta adaptativa en Educación Infantil 双语情商评估及其与儿童教育中的适应性行为的关系

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500153

Natalia Alonso-Alberca, Ana I. Vergara

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

包括西班牙最近的教育法在内的多个教育机构和专家都强调了从小培养情感技能的重要性，以防止情绪和行为障碍的发展。其中一项技能是情感知识（EK），它与早年的个人和社会适应以及后来的社会心理适应密切相关。本研究旨在为巴斯克地区双语环境下的英语学习能力提供一个评估工具，并为早期儿童教育中英语学习能力与各种行为结果之间的关系提供证据。这项研究涉及455名3至6岁的儿童。测量EK的情绪匹配任务适应巴斯克地区的双语环境，显示出良好的心理测量特性和适当的因素拟合。该研究还揭示了西班牙语和巴斯克语版本的因素不变性，以及性别的不变性。结果表明，女孩的EK高于男孩。此外，EK与较少的外化、内化和注意力问题，以及较低的非典型化和退缩有关，而较高的EK与较高的适应技能有关。这些发现支持了关注情感技能发展的干预措施以及评估其有效性的合适工具的必要性。

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引用次数: 0

Cómo la adicción al teléfono inteligente altera la relación positiva entre la autorregulación, la autoeficacia y el compromiso del alumnado en un entorno de educación a distancia 智能手机成瘾如何改变自我调节、自我效能和远程学习环境中学生参与之间的积极关系

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500151

Memnüne Kokoç , Yüksel Göktaş

Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students (n = 842 females, n = 672 males; M_age = 33.11, SD = 10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments.

鉴于学生在日常生活中与智能手机保持着持续的联系，并依赖智能手机参与远程教育，考虑到智能手机成瘾在远程教育项目中的中介作用，探索与学生参与度相关的因素变得势在必行。尽管对智能手机成瘾进行了广泛的研究，但在远程教育背景下对其知之甚少。本研究旨在探讨在线学习环境下远程教育学生的投入度、智能手机成瘾、自我调节和自我效能感之间的关系。这项横断面研究是在日本进行的。通过在线问卷收集了1514名大学生的数据(n = 842名女性，n = 672名男性；Mage = 33.11, SD = 10.09)通过电子邮件发送的在线问卷，报名参加土耳其的各种远程教育项目，特别是那些参加同步在线课程的项目。采用通径分析模型对假设模型进行检验。在路径分析中，采用极大似然估计方法估计参数。本研究的结果表明，自我调节对学生的投入有积极影响，而智能手机成瘾有消极影响。重要的是，智能手机成瘾充当了一个中介因素，削弱了自我调节和学生投入之间的关系。总体自我效能感与智能手机成瘾之间无显著相关性。这些结果强调了注重自我调节技能和促进健康数字习惯的干预措施的重要性，以提高学生的参与度，解决智能手机成瘾问题对于提高学生在远程学习环境中的参与度至关重要。

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引用次数: 0