【摘要】 目的:了解中学生互联网过度使用倾向(IOT)与学业成绩、心理困扰、家庭功能、管教方式等的关系。方法:将2556名中学生(男1261,女1295,年龄15±2岁),以Young编制的“网络成瘾测验”得分划分:50-79分为IOT组(361人),<50分为对照组(2195人),采用家庭功能评定量表(FAD)、长处和困难问卷父母问卷(SDQ-P)和自编调查表进行家庭管教方式、学业成绩、家庭功能、心理困扰等方面的调查。结果:男女生(X2=86．6,P<0．001)、各年龄组(X2=17．9,P<0．01)、各管教方式组(X2=9．40,P<0．01)之间IOT检出率差异有显著性,男生、14-15岁年龄组、“溺爱型”管教方式组的IOT检出率高;IOT组比对照组自评学业成绩等级低(X2=30．1,P<0．001);SDQ-P各情绪和行为困扰分量表得分和困难总分得分均高于对照组,社会行为低于对照组(t=3．56-7．51,P<0．001);FAD各分量表和总量表得分低于对照组(t=2．75-7．82,P<0．01)。结论:对IOT、IOU的预防、干预既要着力于其心理困扰,也要改善其家庭功能。更多还原

【Abstract】 Objective: To explore relationship between Internet overuse tendency and academic achievement, mental problems and family function in middle school students. Methods: 2556 middle school students (1261 boys, 1295 girls, mean age, 15±2years) were divided into two groups: 361 students were with Internet Overuse Tendency (IOT group) , 2195 students were control group. They were investigated and assessed by Family Assessment Device (FAD ) , Strengths and Difficulties Questionnaire for Parent ( SDQ-P ) , and some questions designed by ourselves. Results: The prevalent rate of IOT among groups based on gender ( X2 = 86. 6, P < 0. 000) , age ( X2 = 17.9, P<0. 01) and family training patterns (X2 =9.40, P < 0. 01 ) were significant difference . Compared with control group, IOT group had lower academic achievements ( X2 =30. 1 , P <0. 001 ) , lower family function scores (t = 2. 75 - 7. 82, P < 0. 01 ) , more emotional and behavior difficulties’ scores and lower social behavior scores (t = 3. 56 -7. 51 , P <0. 001 ) . Conclusion: In order to prevent and intervene IOT, we should pay more attention to not only solving emotional and behavior problems in middle school students , but also improving their family function.更多还原