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Relationships among Problematic Smartphone Use, Mathematics Achievement, Teacher-Student Relationships, and Subjective Well-Being: Results from a Large-Scale Survey in China.
Zhou, Da; Liu, Jinqing; Ye, Guizhen; Wang, Ting; Xia, Xiaogang; Liu, Jian.
Afiliação
  • Zhou D; Faculty of Education, Northeast Normal University, Changchun 130024, China.
  • Liu J; School of Education, University of California, Irvine, CA 92697, USA.
  • Ye G; Faculty of Education, Northeast Normal University, Changchun 130024, China.
  • Wang T; Shandong Provincial Institute of Education Sciences, Jinan 250002, China.
  • Xia X; School of Mathematical Sciences, Guizhou Normal University, Guiyang 550001, China.
  • Liu J; Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China.
Behav Sci (Basel) ; 12(11)2022 Nov 16.
Article em En | MEDLINE | ID: mdl-36421750
ABSTRACT
This study examined the mediating role of mathematics performance and the moderating role of teacher-student relationships on the effects of problematic smartphone use on students' subjective well-being. Through probability proportionate to size sampling (PPS), a total of 20,321 fourth graders from a city in central China were invited to complete a paper-based mathematics achievement test and an online questionnaire survey, including demographic information, problematic smartphone use, subjective well-being, and teacher-student relationship scales. The results showed that after controlling for SES and gender, (1) problematic smartphone use had a direct and negative effect on students' subjective well-being; (2) mathematics performance partially mediated the effects of problematic smartphone use on students' subjective well-being; (3) teacher-student relationships moderated the effects of problematic smartphone use on mathematics performance/students' subjective well-being; (4) with the increase in problematic smartphone use, high teacher-student relationships produced a lower rate of the positive moderating effect than low teacher-student relationships. The implications of this study and suggestions for future research are discussed.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: Behav Sci (Basel) Ano de publicação: 2022 Tipo de documento: Article

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: Behav Sci (Basel) Ano de publicação: 2022 Tipo de documento: Article