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在线教学空间中学生依恋水平对焦虑的影响——基于人际与组织关系的多重中介效应检验

The Effect of Attachment Level on Anxiety during E-learning: Multiple Mediating Effects Test Based on Interpersonal and Organizational Relationships

China News Review / 2023,4(2): 56-68 / 2023-05-18 486 447

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• Authors: 张雯 周芳洲
• Information:

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• Keywords:
  E-learning; Attachment anxiety; Teacher–student relationships; Student–student relationships; School connectedness; Anxiety
  在线教学; 依恋焦虑; 同学关系; 师生关系; 学校联结; 焦虑
• Abstract: Objective: Based on the attachment theory, this paper examines the relationship between students’ attachment anxiety and online learning anxiety, and the mediating effect of interpersonal relationships and school connectedness in this path. Methods: Based on the data of 999 undergraduates, the structural equation model was conducted. Results: Students with high attachment anxiety are more likely to have anxiety, and their perception of teacher–student relationship and student–student relationship is not good, and the level of school connectedness is low; School connectedness plays a mediating role in students’ attachment anxiety and online learning anxiety; The comparison of multiple mediating effects shows that there are significant differences between teacher–student relationship, student–student relationship and school connectedness. Conclusion: The perception of school connectedness has a greater impact on students’ learning anxiety than interpersonal relationship. 目的：检验在线教学学生依恋焦虑水平如何影响焦虑情绪，重点检验且对比人际关系与学校联结在此路径中的中介效应。方法：选取999名有在线教学经历的本科生，使用医院焦虑抑郁量表（HADS），成人依恋量表（AAS），人际关系量表（IPPA）及学校联结量表（PISA），建立结构方程检验模型。结果：在线教学过程中，高依恋焦虑的学生更容易出现焦虑，且他们师生关系、同学关系不佳，学校联结水平低，其中学校联结是学生依恋焦虑影响焦虑情绪的中介变量；师生关系、同学关系与学校联结间均存在显著中介效应差异。结论：在线教学过程中，依恋水平高的学生更容易焦虑；比起人际关系，学校联结感知对学生的焦虑产生更大的影响。
• DOI: https://doi.org/10.35534/cnr.0402006
• Cite: 张雯，周芳洲．在线教学空间中学生依恋水平对焦虑的影响——基于人际与组织关系的多重中介效应检验［J］．中国新闻评论，2023，4（2）：56-68．