将负面认知偏差与短视频成瘾联系起来:社会支持和孤独感的中介作用

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-06-27 DOI:10.1002/pits.23260
Heng Yue, Guang Yang, Hugejiletu Bao, Xinzhe Bao, Xuemin Zhang
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引用次数: 0

摘要

尽管一些前因(如情感障碍和消极情绪)与短视频成瘾之间的关系已被以往的研究验证,但消极认知偏差与这种成瘾行为之间的关联尚未被研究,其背后的心理机制也仍不清楚。本研究探讨了负性认知偏差与短视频成瘾之间的关系,以及社会支持和孤独感在这一关联中的中介作用。本研究的参与者包括 336 名大学生(197 名女性)。研究结果表明:(1)负性认知偏差与短视频成瘾呈正相关;(2)社会支持和孤独感分别对负性认知偏差与短视频成瘾之间的关系起中介作用;(3)社会支持和孤独感依次对负性认知偏差与短视频成瘾之间的关系起中介作用。这些结果可能有助于理解这些研究变量之间的关系和潜在的心理机制。我们鼓励未来的研究探讨缓解消极认知偏差的有效干预方法,这可能有助于降低短视频成瘾的严重程度。
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Linking negative cognitive bias to short‐form video addiction: The mediating roles of social support and loneliness
Although the relationships between some antecedents (such as affective disorders and negative emotions) and short‐form video addiction have been verified by previous studies, the association between negative cognitive bias and this addictive behavior has not been examined, and the underlying psychological mechanisms are still unclear. The present study explored the relationship between negative cognitive bias and short‐form video addiction as well as the mediating roles of social support and loneliness in this association. The participants of the current study included 336 university students (197 females). The findings showed that (1) negative cognitive bias was positively correlated with short‐form video addiction; (2) social support and loneliness separately mediated the relationship between negative cognitive bias and short‐form video addiction; and (3) social support and loneliness sequentially mediated the relationship between negative cognitive bias and short‐form video addiction. These results might be helpful for understanding the relationships and the underlying psychological mechanisms between these study variables. Future studies were encouraged to investigate effective intervention approaches for relieving negative cognitive bias, which might be conducive to decreasing the severity of short‐form video addiction.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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