北京联合大学 毕业论文
摘要
目的：在科技技术飞速发展的时代背景下，探讨不同年级中学生对手机依赖的比较研究。方法：通过SPSS软件程序对北京市普通中学六个年级的353名中学生进行量表测评，并作分析比较。结果：(1)在性别变量上，对手机依赖总分存在显著差异（p<0.01）。由男女生手机依赖总分均值可以看出，女生手机依赖总分远远高于男生得分，说明女生相对于男生有较强的手机依赖倾向；(2)在学科变量和是否独生子女变量上在手机依赖总分上并没有显著差异；学生年龄与中学生手机依赖总分不存在显著相关，与总花费，包括通信费和上网费以及开机时间都存在显著相关（p<0.01）。说明手机消费越多的学生对手机的依赖性越强，手机使用时间越长的学生存在手机依赖倾向；(3)在卡方检验当中，手机总分与年级之间有差异性（p<0.01），这说明手机依赖的年级差异显著，由多重比较LSD结果表明：高二年级的手机总分和高一，初一，初二，初三差异显著，只和高三的不显著；并且高三和所有年级的手机总分都不显著；不同年级在大五人格-适应性标准分和开放性标准分这两个维度上的方差分析是显著的，在适应性标准分得分上高二年级分数最高，说明高二年级不能使用手机时会更加的紧张焦虑，在开放性标准分上高一年级分数最高，说明高一年级的学生更追求新奇的感觉；不同年级在社会支持-主观支持分和社会支持量表评定总分这两个维度上的方差分析是显著的，在主观支持和社会支持量表评定总分最高分的年级是初三年级，说明初三年级处于中考阶段接受的无论是从自己或外界获得的支持都较多；不同年级在应对方式上-忍耐，逃避和发泄情绪这三个维度上的方差分析是显著的，在这三个维度上分数最高的都是初三年级，说明初三在处理问题的方式更好；中学生年级、社会应对、社会支持、大五人格对手机依赖总分的采用逐步回归，先后有适应性、社会支持量表总分、积极的合理化解释、幻想或否认、年级等因子进入回归方程，说明这些因子都应显著预测手机依赖。结论：在科技技术飞速发展的时代背景下，年级对手机依赖总分有显著影响。
关键字：中学生，手机依赖，年级，回归方程
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北京联合大学 毕业论文
Abstract
Objective: To compare the differences in level of dependency on cellphones among students from different grades in middle school and high school, under the era where the development of technology is extremely rapid. Methodology:Use Statistic Package for Social Science (SPSS) program to evaluate and analyze the results of 353 middle school and high school students in Beijing, who are from six different grade levels.Results:First, there is a significant difference of dependency on cellphone between sexes (p < 0.01). Female students have a much higher total dependency level than male students, which indicates that female students are bonded more strongly with their cellphones. Second,no remarkable difference was found when changing the variable major and the variable that if the student is the only child in the family. Also, age is not correlated with the total dependency level but indeed correlated (p < 0.01) with total expenditure including cellphone expense and internet expense and the total time they spent on their cellphones. Higher expenditure and longer time both led to a stronger dependency level on cellphones. Third,from the Chi-square test, we see clearly that students from different grades have different cellphone dependency levels (p < 0.01). This shows that the phone relies significantly different grades. Multiple comparisons of the LSD results show that 2nd grade high school students’ total scores are largely different with all other lower grade students except the 3rd grade high school students. In fact, seniors in high school are indifferent with students from any other grades. The variances of the standard scores from the Big Five Personality- Adaptability test and Sociability test as well as the Social Support; subjective support and Social Support rating scale are notable among different grades. In two dimensions with the highest score are third grade in junior high school , in they accept either support themselves or obtained from outside are more in the test stage.Moreover, when looking at the three dimensional analysis of the variances from students’ reactions—tolerance, avoidance, and releasing emotions—significant difference was also found. In three dimensions with the highest score are third grade in junior high school , they illustrate the problem better in the manner.After running linear regressions of the dependency level against grades, Social Response , Social Support and the Big Five Personality test, I was able to do some Stepwise regression analysis. The regression model shows that Fantasy or Denial, Positive Rationalization, Adaptability test score and Grades as well as the Social Support rating scale are all significant .These five variables are all the predictors of a student’s dependency level on cellphone. Conclusion: The
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北京联合大学 毕业论文
level of students’ dependency on their cellphones is highly correlated with their grade level.
Key Words:middle school student;dependency on cellphone;grade;regression model
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北京联合大学 毕业论文
目 录
摘 要…………………………………………………………………………………...I Abstract………………………………………………………………………………….II 目 录………………………………………………………………………….….......IV 引 言…………………………………………………………………………………...1 1、文献综述……………………………………………………………………………...1 1.1手机依赖………………………………………………………………………….1 1.2手机依赖的影响因素…………………………………………………………….2 1.2.1主体因素……………………………………………………………………2 1.2.1.1性别因素……………………………………………………………2
1.2.1.2个体特质因素………………………………………………………2 1.2.1.3社会交往的因素……………………………………………………3 1.2.2客体因素……………………………………………………………………3 1.2.2.1手机功能的强大性…………………………………………………3
1.2.2.2学校生活方式和教育方式的影响…………………………………4 1.2.2.3家庭因素……………………………………………………………4 1.3手机依赖的发展研究……………………………………………………………......4 1.4问题提出………………………………………………………………………….5 2、研究对象和方法……………………………………………………………………...6 2.1被试……………………………………………………………………………….6 2.2测量工具……………………………………………………………......................6 2.2.1中学生手机使用情况调查问卷……………………………………………6 2.2.2大五人格评定量表…………………………………………………………6 2.2.3社会支持评定量表…………………………………………………………6 2.2.4社会应对方式量表…………………………………………………………7 2.3数据处理………………………………………………………………… ………7 3、数据结果分析………………………………………………………………………...7 3.1中学生手机依赖情况…………………………………………………………….7 3.1.1中学生手机依赖的总体情况………………………………………………7 3.1.2中学生手机依赖在人口统计学上的分布情况……………………………8 3.1.3中学生手机依赖在性别变量上的差异检验………………………………8 3.1.4中学生手机依赖在学科类别、是否独生子女变量上的差异检验………9
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北京联合大学 毕业论文
3.2中学生手机依赖总分与手机使用情况的相关研究……………………………10 3.3不同年级中学生手机依赖情况、大五人格、应对方式、社会支持的比较分析……………………………... …………………………………………………...…....10 3.3.1手机依赖分类与年级的卡方检验……………………………………….........10 3.3.2不同年级在手机依赖上的方差分析…………………………………….........11 3.3.3不同年级在大五人格上的方差分析……………………………………........12 3.3.4不同年级在社会支持上的方差分析……………………………………........15 3.3.5不同年级在应对方式上的方差分析…………………………………….........17 3.3.6中学生年级、社会应对、社会支持、大五人格对手机依赖总分的回归分…………………………………………………………………………………...……21 4、讨论与分析………………………………………………………………………….23 4.1中学生手机依赖的总体状况的讨论…………………………………...……......23 4.2中学生手机依赖总分与手机使用情况的相关研究讨论……………...…...…...23 4.3不同年级中学生手机依赖情况、大五人格、应对方式、社会支持的比较分析讨论………………...……………………...……………………...……………………24 4.4中学生年级、社会应对、社会支持、大五人格对手机依赖总分的回归分析讨论……………………………………………………………………………...................26 4.2创新与不足……………………………………………………………………....26 结论……………………………………………………………………………………...27 参考文献…………………………………………………………………………….…..28 附录………………………………………………………………………………….…..30 致谢…………………………………………………………………………………...…31
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