Class-Level Mobile Phone Addiction Moderates the Relationship between College Adjustment and State Boredom in College Students: A Linear Mixed-Effects Model

Yuwei  Wu

doi:10.62177/chst.v3i4.1869

Authors

Yuwei Wu Guizhou Minzu University; Guizhou Normal University

DOI:

https://doi.org/10.62177/chst.v3i4.1869

Keywords:

Classroom Environment, Mobile Phone Addiction, State Boredom, College Adjustment, Mixed Mixed-Effects Model

Abstract

Most of the previous studies have not examined the connection between college adjustment and state boredom for students in classes. Classrooms that are overly reliant on mobile phones may not provide good opportunities for students to build their own experiences of college life and could lead to boredom. To show that the classroom environment affects students' degrees of boredom, this paper studies the relationship between mobile phone addiction in class and state boredom.

Downloads

Download data is not yet available.

References

Pekrun, R., Goetz, T., Daniels, L. M., et al. (2010). Boredom in achievement settings: Exploring controlvalue antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531549.

West, B. T., Welch, K. B., & Galechi, A. T. (2014). Linear mixed models in R: Using lme4. Journal of Statistical Software, 59(4), 126.

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage Publications.

Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179189.

Zhang, L., Wang, H., & Chen, J. (2023). The effect of smartphone dependence on learning burnout among undergraduates: The mediating effect of academic adaptability and the moderating effect of selfefficacy. Frontiers in Psychiatry, 14, 1155544.