Motivational Interference in Leisure-Study Conflicts Mediated the Effect of Cyberloafing on Academic Achievement and Life Satisfaction of Students in Normal University

根据动机侵扰理论预期，构建网络闲逛通过诱发娱乐–学习冲突体验损害学习成绩与生活满意度的中介作用模型，基于534名地方高校师范生的调查数据对模型进行检验，结果发现：网络闲逛显著负向预测学习成绩和生活满意度，显著正向预测娱乐–学习冲突体验；娱乐–学习冲突体验完全中介网络闲逛对学习成绩和生活满意度的影响，即娱乐–学习冲突体验是网络闲逛影响学生学习成绩和生活满意度的关键机制。据此，化解动机性娱乐–冲突体验是应对网络闲逛消极后果的重要路径。On the basis of motivational interference theory, a mediating effect model was constructed to test the relationship among cyberloafing, motivational interference in leisure-study conflicts, academic and life satisfaction. A sample of 534 students in a local normal university were adopted to complete the questionnaires and the Results were as follows: Cyberloafing positively correlated with motivational interference in leisure-study conflicts, and negatively correlated with academic achievement and life satisfaction; motivational interference in leisure-study conflicts negatively correlated with academic achievement and life satisfaction, and the motivational interference in leisure-study conflicts fully mediated the negative effect of Cyberloafing on academic achievement and life satisfaction. Based on these results, the conclusions and coping strategies are discussed.