学业压力与短视频成瘾：感觉寻求的中介作用和心流体验的调节作用

程麟哲; 刘向飞; 从欣蕊; 吴瑕

doi:10.12100/j.issn.2096-5494.225007

心理学通讯 >

2025 , Vol. 8 >Issue 1: 38 - 45

DOI: https://doi.org/10.12100/j.issn.2096-5494.225007

论著

学业压力与短视频成瘾：感觉寻求的中介作用和心流体验的调节作用

程麟哲 ,
刘向飞 ,
从欣蕊 ,
吴瑕

展开

¹天津师范大学心理学部,天津 300387;
²教育部人文社会科学重点研究基地天津师范大学心理与行为研究院,天津 300387;
³学生心理发展与学习天津市高校社会科学实验室,天津 300387

程麟哲,天津师范大学心理学系2023级应用心理学专业本科生。研究方向为认知神经方向及AI使用的影响。

^*吴瑕,wuxia@tjnu.edu.cn

网络出版日期: 2025-08-08

基金资助

全国教育科学规划项目（DBA230368）

收起

Academic Stress and Short Video Addiction: The Mediating Role of Sensation Seeking and the Moderating Role of Mind-Flow Experience

CHENG Linzhe ,
Liu Xiangfei ,
CONG Xinrui ,
WU Xia

Expand

¹Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China;
²Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin 300387, China;
³Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin 300387, China

^*WU Xia, wuxia@tjnu.edu.cn

Online published: 2025-08-08

Fold

摘要

目的: 通过构建一个有调节的中介模型,检验感觉寻求在学业压力与短视频成瘾之间的中介作用,以及心流体验对上述路径的调节作用。
方法: 采用方便取样的方法,使用学业压力量表、短视频成瘾量表、感觉寻求问卷以及心流体验量表对414名大学生进行调查。以感觉寻求为中介变量,心流体验为调节变量,采用相关分析和有调节的中介效应探究学业压力和短视频成瘾之间的关系。
结果: （1）学业压力对短视频成瘾具有正向预测作用（β=0.930,p<0.001）。（2）中介检验表明,感觉寻求在学业压力和短视频成瘾之间起部分中介作用,中介效应值为0.07,95%CI=0.010~0.140。（3）有调节的中介模型进一步表明,心流体验调节了“学业压力→感觉寻求→短视频成瘾”的前半段（β=-0.027,p<0.05）,即当心流体验水平增高,学业压力对感觉寻求的影响减弱。
结论: 该研究进一步验证了学业压力和短视频成瘾之间的正向关系,感觉寻求和心流体验可能是中介与调节变量。

关键词： 短视频成瘾; 学业压力; 心流体验; 感觉寻求

本文引用格式

程麟哲 , 刘向飞 , 从欣蕊 , 吴瑕 . 学业压力与短视频成瘾：感觉寻求的中介作用和心流体验的调节作用[J]. 心理学通讯, 2025 , 8(1) : 38 -45 . DOI: 10.12100/j.issn.2096-5494.225007

Abstract

Objective: In this study, we constructed a moderated mediation model to examine the mediating role of sensation seeking in the relationship between academic stress and short video addiction, and the moderating role of mind-flow experience in this pathway.
Methods: The Academic Stress Scale, Short Video Addiction Scale, Sensation Seeking Questionnaire, and Mindful Flow Experience Scale were used to investigate 414 college students, using a convenience sampling method. Correlation analysis and moderated mediation analysis were conducted to analyze the relationship between academic stress and short video addiction, with mind-flow experience as the moderating variable and sensation seeking as the mediating variable.
Results: (1) Academic stress positively predicted short video addiction (β=0.930, p<0.001); (2) The mediation test showed that sensation seeking partially mediated the relationship between academic stress and short video addiction, with a mediation effect size of 0.07 and a 95% confidence interval of [0.010, 0.140]; (3) The moderated mediation model further showed that the mind-flow experience moderated the first stage of the pathway (academic stress → sensation seeking → short video addiction) (β=-0.027, p<0.05), That is, the effect of academic stress on sensation-seeking was weakened when the level of mind-flow experience increased.
Conclusion: This study further validated the positive relationship between academic stress and short video addiction, and suggested that sensation-seeking and mind-flow experience mignt serve as mediating and moderating variables.

Key words： short video addiction; academic pressure; mind-flow-experience; sensation seeking

参考文献

[1] 陈丽娜, 张明, 金志成, 赵闪, 梅松丽. (2006). 中小学生感觉寻求量表的编制与应用. 心理发展与教育, 22(4), 103-108. doi: 10.16187/j.cnki.issn1001–4918.2006.04.017
[2] 旦增卓玛, 管芳, 游旭群. (2021). 西藏高校大学生心理压力源与压力体验之间的关系:心理资本的中介与调节作用. 西藏大学学报(社会科学版), 36(3), 229-234. doi: 10.16249/j.cnki.1005-5738.2021.03.030
[3] 董王昊, 王伟军, 王兴超, 李文清. (2023). 人机互动视角下短视频沉迷的发生机制. 心理科学进展, 31(12), 2337-2349. doi: 10.3724/SP.J.1042.2023.02337.
[4] 姜婷婷, 陈佩龙, 许艳闰. (2021). 国外心流理论应用研究进展. 信息资源管理学报, 11(5), 4-16. doi: 10.13365/j.jirm.2021.05.004.
[5] 李恩亮, 孟迎芳, 蔡少莲, 汤雅婷, 李敏. (2023). 高职医学生手机网络成瘾倾向与认知情绪策略、人际交往能力的关系研究. 实用预防医学, 30(7), 842-845. doi: 10.3969/j.issn1006–3110.2023.07.017
[6] 李嘉莹, 林芷贝, 郝爽, 孙齐泰, 刘嫦, 符慧桢, 李芸. (2024). 青少年家庭功能、社会支持和压力之间的关系:人格的调节效应. 心理学进展, 14(11), 201-213. doi: 10.12677/ap.2024.1411783
[7] 李霞, 秦浩轩, 曾美红, 何玉雪, 马梦珍. (2021). 大学生短视频成瘾症状与人格的关系. 中国心理卫生杂志, 35(11), 925-928. doi: 10.3969/j.issn.1000-6729.2021.11.007
[8] 罗丽君, 文燕, 陈冰, 赵玉芳. (2024). 在线学习环境中青少年感觉寻求对学习倦怠的影响机制. 中国电化教育, (6), 108-116. doi: 10.3969/j.issn.1006-9860.2024.06.016.
[9] 汤舒俊, 郑阳, 贺金波. (2022). 高感觉寻求者对危险意义声音的自动加工优势: N1, P2和MMN的证据. 心理科学, 45(6), 1344. doi: 10.16719/j.cnki.1671-6981.20220609.
[10] 王晓, 成照惠, 彭焱, 牛春娟. (2024). 正念认知疗法对改善手机成瘾大学生焦虑、抑郁情绪的干预研究. 心理月刊, 19(19), 69-73. doi: 10.19738/j.cnki.psy.2024.19.019.
[11] 王兴超, 田芳芳. (2025). 大学生短视频成瘾与学业成绩的关系: 学习投入的中介作用和学业自我效能感的调节作用. 华南师范大学学报(社会科学版),(1), 120-130, 207.
[12] 魏淑艳, 李富余. (2021). 基于紧张理论的我国社会泄愤类极端事件归因及治理: 以暴力伤害学生事件为例. 中国人民公安大学学报(社会科学版), 37(2), 146-156.
[13] 温忠麟, 叶宝娟. (2014). 中介效应分析: 方法和模型发展. 心理科学进展, 22(5), 731-745. doi: 10.3724/SP.J.1042.2014.00731
[14] 张晨曦. (2021). 初中生短视频APP过度使用与学业压力的关系(硕士学位论文). 西南大学, 重庆.
[15] 赵玉霞, 郝艳红, 静香芝. (2021). 运动结合团体心理辅导对大学生手机成瘾的干预效果评价. 中国学校卫生, 42(4), 556-559. doi: 10.16835/j.cnki.1000-9817.2021.04.018
[16] 中国青年网. (2022). 大学生短视频使用调查: 超六成喜欢刷搞笑段子,超七成担心成瘾. 2025-02-06取自https://edu.youth.cn/jyzx/jyxw/202204/t20220411_13601985.htm
[17] 周思雅, 谢利平, 谭蒙玲, 张艾琳, 符婷婷. (2024). 压力知觉和大学生短视频成瘾的关系: 自我损耗的中介作用. 心理学进展, 14(10), 334-340. doi: 10.12677/ap.2024.1410732
[18] 周亚菲. (2024). 积极心理学视域下短视频成瘾机制及干预. 心理学进展, 14(9), 615-620. https://doi.org/10.12677/ap.2024.149688
[19] Blascovich, J. (2008). Challenge and threat. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation (pp. 431-446). New York: Psychology Press. doi: 10.4324/9780203888148
[20] Chao M., Lei J., He R., Jiang Y., & Yang H. (2023). TikTok use and psychosocial factors among adolescents: Comparisons of non-users, moderate users, and addictive users.Psychiat Res, 325, 115247. doi: 10.1016/j.psychres.2023.115247
[21] Chen Y., Zhang W., Zhong N., & Zhao M. (2024). Motivations behind problematic short video use: A three-level meta-analysis.Telematics and Informatics, 102196. doi: 10.1016/j.tele.2024.102196
[22] Geng J., Lei L., Ouyang M., Nie J., & Wang P. (2021). The Influence of perceived parental phubbing on adolescents'problematic smartphone use: A two-wave multiple mediation model.Addict. Behav.121, 106995. doi: 10.1016/j.addbeh.2021.106995
[23] Huang Q., Hu M., & Chen H. (2022). Exploring stress and problematic use of short-form video applications among middle-aged Chinese adults: the mediating roles of duration of use and flow experience.Int J Env Res Public Health, 19(1), 132. doi: 10.3390/ijerph19010132
[24] Kwon M., Kim D. J., Cho H., & Yang S. (2013). The smartphone addiction scale: Development and validation of a short version for adolescents.PloS One, 8(12), e83558. doi: 10.1371/journal.pone.0083558
[25] LaBrie J. W., Kenney S. R., Napper L. E., & Miller K. (2014). Impulsivity and alcoholrelated risk among college students: Examining urgency, sensation-seeking and the moderating influence of beliefs about alcohol's role in the college experience.Addict Behav, 39(1), 159-164. doi: 10.1016/j.addbeh.2013.09.018
[26] Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer, 22-23
[27] Lewis, H. B. (1971). Shame and guilt in neurosis.Psychoanal Rev, 58(3), 419-438.
[28] Lin C., Ratan Z. A., & Pakpour A. H. (2023). Collection of smartphone and internet addiction.BMC psychiatry, 23(1), 427. doi: 10.1186/s12888-023-04915-5
[29] Liu, Y., & Lu, Z. (2012). Chinese high school students' academic stress and depressive symptoms: Gender and school climate as moderators.Stress Health, 28(4), 340-346. doi: 10.1002/smi.2418
[30] Ma S., Bi X., Cui H., & Ma Y. (2024). Parental phubbing and mobile phone addiction among Chinese adolescents: A moderated mediation model. Front Psychol, 15, 1379388. doi: 10.3389/fpsyg.2024.1379388
[31] Meng Y., Li M., & He J. (2024). Sensation seeking and social network addiction among college students: A moderated mediation model.Curr Psychol, 43(12), 10979-10988. doi: 10.1007/s12144-023-05189-6
[32] Peifer, C. (2012). Psychophysiological correlates of flow-experience.Adv Flow Res,139-164. doi: 10.1007/978-1-4614-2359-1_8
[33] Sindermann C., Elhai J. D., & Montag C. (2020). Predicting tendencies towards the disordered use of Facebook's social media platforms: On the role of personality, impulsivity, and social anxiety.Psychiat Res, 285, 112793. doi: 10.1016/j.psychres.2020.112793
[34] Wang J., Chen J., Wang P., Zhang S., Li Q., Lu S., & Xiao J. (2024). Identifying internet addiction profiles among adolescents using latent profile analysis: Relations to aggression, depression, and anxiety. J affect disorders, 359, 78-85. doi: 10.1016/j.jad.2024.05.082
[35] Wang X., Zhao S., Zhang M., Chen F., & Chang L. (2021). Life history strategies and problematic use of short-form video applications.Evol Psychol Sci, 7, 39-44. doi: 10.1007/s40806-020-00255-9
[36] Zuckerman, M. (1994). Behavioral expressions and biosocial bases of sensation seeking. Cambridge University Press.
[37] Zuckerman, M. (2015). Sensation seeking: behavioral expressions and biosocial bases.Internati Encyclop SocBehav Sci, 18(6), 607-614. doi: 10.1016/B978-0-08-097086-8.25036-8

Options

文章导航

模态框（Modal）标题

摘要

本文引用格式

Abstract

参考文献