The Study Of Realtionship Among Vocational Students' Learning Motivation,Boredom And Mobile Phone Dependence

This study selects the group test for testing.The test is based on three questionnaires which includes:learning motivation scale that compiled by Amible,Hill,Hennessey,and Tighe(1994)and revised by Chi Liping,Xin Ziqiang(2006)revised,college students'boring tendencies that compiled by Huang Shihua(2010)et al and revised edition MPAI(Mobile Phone Addition Index)compiled by Liang Yongchi(2008).Through these three test,the number of mobile phone dependence indicators was revised.Thus we have basic understanding on current state and the relationship among learning motivation,sense of boredom and mobile phone dependence of higher vocational students.We can explore cell phone dependence behaviors influence by learning motivation and sense of boredom and whether there is an intermediary role of boredom in learning motivation and cell phone dependence.The ultimate goal of the research is to provide more theoretical information to the study of learning motivation,boredom and mobile phone dependence of higher vocational students,and to introduce theoretical research into practical argumentation,so as to provide comprehensive suggestions and guidance for the improvement of the dependence behavior of higher vocational students on mobile phones.,finally better promote the mental health of vocational students.The results of this study are as follows:(1)The revised "Quantity Table of Mobile Phone Addictions for Higher Vocational Students" is applicable to this study;(2)There are significant differences in the demographic variables of different genders and grades of the students'learning motivation.(3)There is a significant difference in the external stimuli dimension of the boredom of higher vocational students in different grades and whether theyare student cadres or not;(4)There are significant differences in the demographic variables of higher vocational students' mobile phone dependence in different sexes,different grades,and different majors;(5)There is no significant difference in the dependence on mobile phones between the high and low levels of learning motivation of higher vocational students;(6)There is a significant positive correlation between learning motivation and boredom in higher vocational students;and there is a significant negative correlation between the dimension of internal player viability and the score of mobile phone dependence;there is significantly positively correlation between external player dimension and the total scores mobile phone dependence;(7)There is a significant positive correlation between the sense of boredom in higher vocational students and mobile phone dependence;(8)The external vividness dimension of higher vocational students' learning motivation has a positive predictive effect on boredom and mobile phone dependence?The dimension of internal vividness has a negative predictive effect on mobile phone dependence;the sense of boredom has a significant positive predictive effect on mobile phone dependence.(9)The sense of boredom in higher vocational students has a partial mediating effect between the dimensions of internal motivation of learning motivation and mobile phone dependence;there is a complete mediating role between the dimension of external motivation of learning motivation and mobile phone dependence.