The Effect of Passive Social Media Use on Learning Burnout in Middle School Students
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i10.2713
Abstract
To explore the relationship between passive social media use and learning burnout among middle school students, and the mediating role of parental support in the relationship. Methods: The Passive Social Media Use Scale, the Parental Support Scale and the Learning Burnout Scale were used to investigate middle school students. Results: (1) Passive social media use was significantly negatively correlated with parental support and positively associated with learning burnout; (2) Parental support was significantly negatively correlated with learning burnout. (3) Parental support partially mediates the relationship between passive social media use and learning burnout. Conclusion: Passive social media use has a positive predictive effect on learning burnout, and parental support plays a mediating role between the two.
Keywords
passive social media use, learning burnout, parental support
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] China Internet Information Center.2021 National Research Report on Internet Use by Minors[EB/OL]. 2022-11-30.
[2] Philippe V, Seungjae D L, Jiyoung P, et al. Passive Facebook usage undermines affective well-being: Experimental and longitudinal evidence.[J]. Journal of experimental psychology. General. 2015; 144(2): 480-8.
[3] Lian Rong, Yang Lixian, Wu Lanhua. The relationship between professional commitment and learning burnout among college students and the development of scales[J]. Acta Psychologica Sinica. 2005; 37(5): 632-636.
[4] Rong W, Yuan L, Pengyu R, et al. Impact of Learning Burnout on Mobile Phone Dependence Among Adolescents in Western China Under the Double Reduction Policy: The Mediating Role of Social Support [J]. Psychology research and behavior management. 2023; 163-171.
[5] Yu S R, Kerres C M, Kilpatrick M D. Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: comparisons across gender [J]. Journal of youth and adolescence. 2010; 39(1): 47-61.
[6] Hatun O, Kurtça T T. Examining the Relationship Between Social Support and Social Media Addiction: Role of Self-Esteem [J]. Addicta. 2023; 10(2): 142-147.
[7] Zhang Congli, Zhou ZongkuiThe relationship between passive social network use, social anxiety, ruminative thinking and adolescent depression: a moderated mediating effect analysis [J]. Chinese Journal of Clinical Psychology. 2018; 26(03): 490-493+497.
[8] Sweller J. Cognitive Load During Problem Solving: Effects on Learning [J]. Cognitive Science. 1988; 12: 257-285.
[9] Deci, E. L., Ryan, R. M. The general causality orientations scale: Selfdetermination in personality [J]. Res. Pers. 1985; 19: 109–134.
[2] Philippe V, Seungjae D L, Jiyoung P, et al. Passive Facebook usage undermines affective well-being: Experimental and longitudinal evidence.[J]. Journal of experimental psychology. General. 2015; 144(2): 480-8.
[3] Lian Rong, Yang Lixian, Wu Lanhua. The relationship between professional commitment and learning burnout among college students and the development of scales[J]. Acta Psychologica Sinica. 2005; 37(5): 632-636.
[4] Rong W, Yuan L, Pengyu R, et al. Impact of Learning Burnout on Mobile Phone Dependence Among Adolescents in Western China Under the Double Reduction Policy: The Mediating Role of Social Support [J]. Psychology research and behavior management. 2023; 163-171.
[5] Yu S R, Kerres C M, Kilpatrick M D. Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: comparisons across gender [J]. Journal of youth and adolescence. 2010; 39(1): 47-61.
[6] Hatun O, Kurtça T T. Examining the Relationship Between Social Support and Social Media Addiction: Role of Self-Esteem [J]. Addicta. 2023; 10(2): 142-147.
[7] Zhang Congli, Zhou ZongkuiThe relationship between passive social network use, social anxiety, ruminative thinking and adolescent depression: a moderated mediating effect analysis [J]. Chinese Journal of Clinical Psychology. 2018; 26(03): 490-493+497.
[8] Sweller J. Cognitive Load During Problem Solving: Effects on Learning [J]. Cognitive Science. 1988; 12: 257-285.
[9] Deci, E. L., Ryan, R. M. The general causality orientations scale: Selfdetermination in personality [J]. Res. Pers. 1985; 19: 109–134.
Copyright © 2024 Ying Zhang, Weimin Gou
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License