The Relationship between Adolescent Internet Addiction and Classroom Mind-Wandering: The Mediating Role of Learning Burnout

该研究采用Young的网瘾量表、课堂走神量表和青少年学习倦怠量表，对广东粤西地区2335名中学生进行问卷调查，探讨了青少年网络成瘾与课堂走神的关系及学习倦怠在里面所起到的中介作用。结果表明，网络成瘾与课堂走神存在显著的正相关；课堂走神与学习倦怠之间存在显著的正相关；网络成瘾与学习倦怠存在显著的正相关。当学习倦怠进入回归方程时，课堂走神对网络成瘾的预测效应较为显著。学习倦怠在网络成瘾与课堂走神两者上起到部分中介的作用，网络成瘾通过学习倦怠这个中介间接影响课堂走神。This study used Young’s Internet Addiction Scale, Classroom Mind-Wandering Scale, and Adolescent Learning Burnout Scale to conduct a questionnaire survey on 2335 middle school students in western Guangdong, exploring the relationship between adolescent Internet addiction and classroom mind-wandering, as well as the mediating role of learning burnout. The results showed that: There was a significant positive correlation between Internet addiction and classroom mind-wandering. There was a significant positive correlation between classroom mind-wandering and learning burnout; There was a significant positive correlation between Internet addiction and learning burnout. When learning burnout was included in the regression equation, classroom mind-wandering had a relatively significant predictive effect on Internet addiction. Learning burnout played a partial mediating role between Internet addiction and classroom mind-wandering, meaning that Internet addiction indirectly influenced classroom mind-wandering through the mediator of learning burnout.