Informace o kvalifikační práci The relationship between perceived stress, rumination, mobile phone addiction and academic achievement, and the protective effect of mental health literacy: A Moderated chain mediation effect in the context of Czech Republic and China
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Hlavní téma
The relationship between perceived stress, rumination, mobile phone addiction and academic achievement, and the protective effect of mental health literacy: A Moderated chain mediation effect in the context of Czech Republic and China
Hlavní téma v angličtině
The relationship between perceived stress, rumination, mobile phone addiction and academic achievement, and the protective effect of mental health literacy: A Moderated chain mediation effect in the context of Czech Republic and China
Název dle studenta
The relationship between perceived stress, rumination, mobile phone addiction and academic achievement, and the protective effect of mental health literacy: A Moderated chain mediation effect in the context of Czech Republic and China
Název dle studenta v angličtině
The relationship between perceived stress, rumination, mobile phone addiction and academic achievement, and the protective effect of mental health literacy
Souběžný název
Vztah mezi vnímaným stresem, přežvykováním, závislostí na mobilních telefonech a akademickými výsledky a ochranným účinkem gramotnosti v oblasti duševního zdraví: Zmírněný řetězový mediační efekt v kontextu České republiky a Číny.
Podnázev
A Moderated chain mediation effect in the context of Czech Republic and China
This study delves into the intricate interplay between perceived stress, rumination, mobile phone addiction, and academic achievement, with a spotlight on mental health literacy as a crucial moderating element. It uniquely compares and contrasts two distinct student populations: Czech students from Palacký University, Olomouc, and Chinese students from Chongqing Normal University, Sichuan. Engaging a substantial sample size1,075 Czech and 710 Chinese studentsthe research employs a methodical approach, utilizing online questionnaires via Google Forms and Wenjuanxing to collect data comprehensively.
The investigative tools include the Perceived Stress Scale, the Ruminative Responses Scale, the Short Version of the Smartphone Addiction Scale, a tailored Mental Health Literacy Scale, and the Academic Achievement Questionnaire. This arsenal of instruments is designed to provide a multifaceted view of the students' psychological landscape and its impact on their academic endeavors.
The analytical framework of the study is robust, encompassing descriptive statistics, correlation analysis, and moderated mediation analysis utilizing the PROCESS macro to decipher the nuanced relationships among the variables. The results unearth intriguing patterns: Czech students exhibit notably higher levels of perceived stress and rumination compared to their Chinese counterparts, who, conversely, display a more pronounced tendency toward mobile phone addiction. Notably, mental health literacy stands out as a differentiator, with Czech students showing a greater awareness and understanding in this area.
A deeper dive into gender dynamics reveals that, while perceived stress, rumination, and mobile phone addiction do not significantly vary by gender across the cohorts, Chinese female students emerge with significantly higher mental health literacy levels than their male peers. This dimension adds a layer of complexity to the cultural comparisons.
The study's findings underscore the significant correlation between higher mental health literacy and enhanced academic performance, coupled with a reduced propensity for mobile phone addiction. However, the moderated mediation model offers a mixed picture: while it shows a poor overall fit, a closer examination within the context of study performance reveals a more nuanced understanding, particularly within the Chinese student cohort.
By shedding light on these intricate relationships and their variances across cultural contexts, the study makes a pivotal contribution to the understanding of how stress-related factors interplay with academic success, underscored by the moderating role of mental health literacy. This research not only adds to the academic discourse on stress and learning but also offers practical insights for educational policymakers, mental health professionals, and institutions aiming to foster environments that support students' mental well-being and academic achievement.
Anotace v angličtině
This study delves into the intricate interplay between perceived stress, rumination, mobile phone addiction, and academic achievement, with a spotlight on mental health literacy as a crucial moderating element. It uniquely compares and contrasts two distinct student populations: Czech students from Palacký University, Olomouc, and Chinese students from Chongqing Normal University, Sichuan. Engaging a substantial sample size1,075 Czech and 710 Chinese studentsthe research employs a methodical approach, utilizing online questionnaires via Google Forms and Wenjuanxing to collect data comprehensively.
The investigative tools include the Perceived Stress Scale, the Ruminative Responses Scale, the Short Version of the Smartphone Addiction Scale, a tailored Mental Health Literacy Scale, and the Academic Achievement Questionnaire. This arsenal of instruments is designed to provide a multifaceted view of the students' psychological landscape and its impact on their academic endeavors.
The analytical framework of the study is robust, encompassing descriptive statistics, correlation analysis, and moderated mediation analysis utilizing the PROCESS macro to decipher the nuanced relationships among the variables. The results unearth intriguing patterns: Czech students exhibit notably higher levels of perceived stress and rumination compared to their Chinese counterparts, who, conversely, display a more pronounced tendency toward mobile phone addiction. Notably, mental health literacy stands out as a differentiator, with Czech students showing a greater awareness and understanding in this area.
A deeper dive into gender dynamics reveals that, while perceived stress, rumination, and mobile phone addiction do not significantly vary by gender across the cohorts, Chinese female students emerge with significantly higher mental health literacy levels than their male peers. This dimension adds a layer of complexity to the cultural comparisons.
The study's findings underscore the significant correlation between higher mental health literacy and enhanced academic performance, coupled with a reduced propensity for mobile phone addiction. However, the moderated mediation model offers a mixed picture: while it shows a poor overall fit, a closer examination within the context of study performance reveals a more nuanced understanding, particularly within the Chinese student cohort.
By shedding light on these intricate relationships and their variances across cultural contexts, the study makes a pivotal contribution to the understanding of how stress-related factors interplay with academic success, underscored by the moderating role of mental health literacy. This research not only adds to the academic discourse on stress and learning but also offers practical insights for educational policymakers, mental health professionals, and institutions aiming to foster environments that support students' mental well-being and academic achievement.
Klíčová slova
Perceived Stress, Rumination, Mobile Phone Addiction, Academic Achievement, Mental Health Literacy
Klíčová slova v angličtině
Perceived Stress, Rumination, Mobile Phone Addiction, Academic Achievement, Mental Health Literacy
Rozsah průvodní práce
266 p. (421944 characters)
Jazyk
AN
Anotace
This study delves into the intricate interplay between perceived stress, rumination, mobile phone addiction, and academic achievement, with a spotlight on mental health literacy as a crucial moderating element. It uniquely compares and contrasts two distinct student populations: Czech students from Palacký University, Olomouc, and Chinese students from Chongqing Normal University, Sichuan. Engaging a substantial sample size1,075 Czech and 710 Chinese studentsthe research employs a methodical approach, utilizing online questionnaires via Google Forms and Wenjuanxing to collect data comprehensively.
The investigative tools include the Perceived Stress Scale, the Ruminative Responses Scale, the Short Version of the Smartphone Addiction Scale, a tailored Mental Health Literacy Scale, and the Academic Achievement Questionnaire. This arsenal of instruments is designed to provide a multifaceted view of the students' psychological landscape and its impact on their academic endeavors.
The analytical framework of the study is robust, encompassing descriptive statistics, correlation analysis, and moderated mediation analysis utilizing the PROCESS macro to decipher the nuanced relationships among the variables. The results unearth intriguing patterns: Czech students exhibit notably higher levels of perceived stress and rumination compared to their Chinese counterparts, who, conversely, display a more pronounced tendency toward mobile phone addiction. Notably, mental health literacy stands out as a differentiator, with Czech students showing a greater awareness and understanding in this area.
A deeper dive into gender dynamics reveals that, while perceived stress, rumination, and mobile phone addiction do not significantly vary by gender across the cohorts, Chinese female students emerge with significantly higher mental health literacy levels than their male peers. This dimension adds a layer of complexity to the cultural comparisons.
The study's findings underscore the significant correlation between higher mental health literacy and enhanced academic performance, coupled with a reduced propensity for mobile phone addiction. However, the moderated mediation model offers a mixed picture: while it shows a poor overall fit, a closer examination within the context of study performance reveals a more nuanced understanding, particularly within the Chinese student cohort.
By shedding light on these intricate relationships and their variances across cultural contexts, the study makes a pivotal contribution to the understanding of how stress-related factors interplay with academic success, underscored by the moderating role of mental health literacy. This research not only adds to the academic discourse on stress and learning but also offers practical insights for educational policymakers, mental health professionals, and institutions aiming to foster environments that support students' mental well-being and academic achievement.
Anotace v angličtině
This study delves into the intricate interplay between perceived stress, rumination, mobile phone addiction, and academic achievement, with a spotlight on mental health literacy as a crucial moderating element. It uniquely compares and contrasts two distinct student populations: Czech students from Palacký University, Olomouc, and Chinese students from Chongqing Normal University, Sichuan. Engaging a substantial sample size1,075 Czech and 710 Chinese studentsthe research employs a methodical approach, utilizing online questionnaires via Google Forms and Wenjuanxing to collect data comprehensively.
The investigative tools include the Perceived Stress Scale, the Ruminative Responses Scale, the Short Version of the Smartphone Addiction Scale, a tailored Mental Health Literacy Scale, and the Academic Achievement Questionnaire. This arsenal of instruments is designed to provide a multifaceted view of the students' psychological landscape and its impact on their academic endeavors.
The analytical framework of the study is robust, encompassing descriptive statistics, correlation analysis, and moderated mediation analysis utilizing the PROCESS macro to decipher the nuanced relationships among the variables. The results unearth intriguing patterns: Czech students exhibit notably higher levels of perceived stress and rumination compared to their Chinese counterparts, who, conversely, display a more pronounced tendency toward mobile phone addiction. Notably, mental health literacy stands out as a differentiator, with Czech students showing a greater awareness and understanding in this area.
A deeper dive into gender dynamics reveals that, while perceived stress, rumination, and mobile phone addiction do not significantly vary by gender across the cohorts, Chinese female students emerge with significantly higher mental health literacy levels than their male peers. This dimension adds a layer of complexity to the cultural comparisons.
The study's findings underscore the significant correlation between higher mental health literacy and enhanced academic performance, coupled with a reduced propensity for mobile phone addiction. However, the moderated mediation model offers a mixed picture: while it shows a poor overall fit, a closer examination within the context of study performance reveals a more nuanced understanding, particularly within the Chinese student cohort.
By shedding light on these intricate relationships and their variances across cultural contexts, the study makes a pivotal contribution to the understanding of how stress-related factors interplay with academic success, underscored by the moderating role of mental health literacy. This research not only adds to the academic discourse on stress and learning but also offers practical insights for educational policymakers, mental health professionals, and institutions aiming to foster environments that support students' mental well-being and academic achievement.
Klíčová slova
Perceived Stress, Rumination, Mobile Phone Addiction, Academic Achievement, Mental Health Literacy
Klíčová slova v angličtině
Perceived Stress, Rumination, Mobile Phone Addiction, Academic Achievement, Mental Health Literacy
Zásady pro vypracování
1 Research Objectives
This study aims to explore the intricate connections between perceived stress, rumination, mobile phone addiction, mental health literacy, and academic success. Specifically, it seeks to: 1) Assess both the direct impact of perceived stress on students' academic achievements and its indirect effects through rumination and mobile phone addiction, in college students from Sichuan, China, and the Czech Republic. 2) Examine how rumination and mobile phone addiction may mediate the impact of perceived stress on academic outcomes, identifying the pathways of influence. 3) Investigate how mental health literacy might moderate the effects of perceived stress on academic performance, potentially mitigating the adverse impacts of stress.
2 Method
2.1 Samples
Targeting college students from universities in Sichuan, China, and the Czech Republic, aged over 18 and currently enrolled.
2.2 Measurement
(1) The Perceived Stress Scale (PSS) by Cohen et al. (1994) will be used(Cohen et al., 1994) to access perceived stress.
(2) The Ruminative Responses Scale by Nolen-Hoeksema (1991), focusing on rumination aspects, was applied(Nolen-Hoeksema, 1991).
(3) The Short Version of the Smartphone Addiction Scale (SAS-SV) was employed(Kwon et al., 2013).
(4) Mental health literacy was measured using a modified version of the Mental Health Literacy Scale (MHLS) by O’Connor et al.(O’Connor & Casey, 2015)
(5) Academic achievement will be gauged through the Academic Achievement Questionnaire (AAQ)(Křeménková & Novotný, 2020)
3 Hypotheses
Based on the research objectives and questions, the present study proposes the following hypotheses:
H1: Perceived stress will have a significant negative direct effect on academic achievement.
This hypothesis proposes that perceived stress will negatively affect academic achievement, independent of any mediating or moderating variables.
H2: Rumination will have a significant mediating effect on the relationship between perceived stress and academic achievement.
This hypothesis proposes that rumination will mediate the relationship between perceived stress and academic achievement. That is, perceived stress will lead to rumination, which will in turn negatively affect academic achievement.
H3: Mobile phone addiction will have a significant mediating effect on the relationship between perceived stress and academic achievement.
This hypothesis proposes that mobile phone addiction will mediate the relationship between perceived stress and academic achievement. That is, perceived stress will lead to mobile phone addiction, which will in turn negatively affect academic achievement.
H4: Mental health literacy will have a significant moderating effect on the relationship between perceived stress and academic achievement.
H5: The strength and direction of the relationships among perceived stress, rumination, mobile phone addiction, mental health literacy, and academic achievement will differ between college students from Sichuan, China, and the Czech Republic, due to cultural differences in stress, coping strategies, and attitudes toward mental health.
Zásady pro vypracování
1 Research Objectives
This study aims to explore the intricate connections between perceived stress, rumination, mobile phone addiction, mental health literacy, and academic success. Specifically, it seeks to: 1) Assess both the direct impact of perceived stress on students' academic achievements and its indirect effects through rumination and mobile phone addiction, in college students from Sichuan, China, and the Czech Republic. 2) Examine how rumination and mobile phone addiction may mediate the impact of perceived stress on academic outcomes, identifying the pathways of influence. 3) Investigate how mental health literacy might moderate the effects of perceived stress on academic performance, potentially mitigating the adverse impacts of stress.
2 Method
2.1 Samples
Targeting college students from universities in Sichuan, China, and the Czech Republic, aged over 18 and currently enrolled.
2.2 Measurement
(1) The Perceived Stress Scale (PSS) by Cohen et al. (1994) will be used(Cohen et al., 1994) to access perceived stress.
(2) The Ruminative Responses Scale by Nolen-Hoeksema (1991), focusing on rumination aspects, was applied(Nolen-Hoeksema, 1991).
(3) The Short Version of the Smartphone Addiction Scale (SAS-SV) was employed(Kwon et al., 2013).
(4) Mental health literacy was measured using a modified version of the Mental Health Literacy Scale (MHLS) by O’Connor et al.(O’Connor & Casey, 2015)
(5) Academic achievement will be gauged through the Academic Achievement Questionnaire (AAQ)(Křeménková & Novotný, 2020)
3 Hypotheses
Based on the research objectives and questions, the present study proposes the following hypotheses:
H1: Perceived stress will have a significant negative direct effect on academic achievement.
This hypothesis proposes that perceived stress will negatively affect academic achievement, independent of any mediating or moderating variables.
H2: Rumination will have a significant mediating effect on the relationship between perceived stress and academic achievement.
This hypothesis proposes that rumination will mediate the relationship between perceived stress and academic achievement. That is, perceived stress will lead to rumination, which will in turn negatively affect academic achievement.
H3: Mobile phone addiction will have a significant mediating effect on the relationship between perceived stress and academic achievement.
This hypothesis proposes that mobile phone addiction will mediate the relationship between perceived stress and academic achievement. That is, perceived stress will lead to mobile phone addiction, which will in turn negatively affect academic achievement.
H4: Mental health literacy will have a significant moderating effect on the relationship between perceived stress and academic achievement.
H5: The strength and direction of the relationships among perceived stress, rumination, mobile phone addiction, mental health literacy, and academic achievement will differ between college students from Sichuan, China, and the Czech Republic, due to cultural differences in stress, coping strategies, and attitudes toward mental health.
Seznam doporučené literatury
Association, A. C. H. (2019). American College Health Association-National College Health Assessment II: Ontario Canada Reference Group Executive Summary Spring 2019. Silver Spring, MD: American College Health Association.
Deng, X., Liu, X., & Fang, R. (2020). Evaluation of the correlation between job stress and sleep quality in community nurses. Medicine, 99(4).
Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: does method really matter? Psychological science, 24(10), 1918-1927.
Ibrahim, N. K., Baharoon, B. S., Banjar, W. F., Jar, A. A., Ashor, R. M., Aman, A. A., & Al-Ahmadi, J. R. (2018). Mobile phone addiction and its relationship to sleep quality and academic achievement of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. Journal of research in health sciences, 18(3), e00420.
Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). "Mental health literacy”: a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical journal of Australia, 166(4), 182-186.
Jorm, A. F. (2012). Mental health literacy: empowering the community to take action for better mental health. American psychologist, 67(3), 231.
Kemeny, M. E. (2003). The psychobiology of stress. Current directions in psychological science, 12(4), 124-129.
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: a Canadian approach. Child and Adolescent Psychiatric Clinics, 24(2), 233-244.
Křeménková, L., & Novotný, J. S. (2020). New measure of academic achievement: testing the reliability and factor structure of the Academic Achievement Questionnaire (AAQ). ICERI2020 proceedings,
Kwon, M., Kim, D.-J., Cho, H., & Yang, S. (2013). The smartphone addiction scale: development and validation of a short version for adolescents. PloS one, 8(12), e83558.
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on psychological science, 3(5), 400-424.
Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of abnormal psychology, 100(4), 569.
O’Connor, M., & Casey, L. (2015). The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry research, 229(1-2), 511-516.
Wen, H., & Hu, S. (2023). Potential Moderators of Academic Stress-Related Internalizing Problems Among Chinese High Schoolers: A Systematic Review from the Biopsychosocial Perspective. Journal of Evidence-Based Social Work, 20(1), 31-54.
Seznam doporučené literatury
Association, A. C. H. (2019). American College Health Association-National College Health Assessment II: Ontario Canada Reference Group Executive Summary Spring 2019. Silver Spring, MD: American College Health Association.
Deng, X., Liu, X., & Fang, R. (2020). Evaluation of the correlation between job stress and sleep quality in community nurses. Medicine, 99(4).
Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: does method really matter? Psychological science, 24(10), 1918-1927.
Ibrahim, N. K., Baharoon, B. S., Banjar, W. F., Jar, A. A., Ashor, R. M., Aman, A. A., & Al-Ahmadi, J. R. (2018). Mobile phone addiction and its relationship to sleep quality and academic achievement of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. Journal of research in health sciences, 18(3), e00420.
Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). "Mental health literacy”: a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical journal of Australia, 166(4), 182-186.
Jorm, A. F. (2012). Mental health literacy: empowering the community to take action for better mental health. American psychologist, 67(3), 231.
Kemeny, M. E. (2003). The psychobiology of stress. Current directions in psychological science, 12(4), 124-129.
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: a Canadian approach. Child and Adolescent Psychiatric Clinics, 24(2), 233-244.
Křeménková, L., & Novotný, J. S. (2020). New measure of academic achievement: testing the reliability and factor structure of the Academic Achievement Questionnaire (AAQ). ICERI2020 proceedings,
Kwon, M., Kim, D.-J., Cho, H., & Yang, S. (2013). The smartphone addiction scale: development and validation of a short version for adolescents. PloS one, 8(12), e83558.
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on psychological science, 3(5), 400-424.
Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of abnormal psychology, 100(4), 569.
O’Connor, M., & Casey, L. (2015). The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry research, 229(1-2), 511-516.
Wen, H., & Hu, S. (2023). Potential Moderators of Academic Stress-Related Internalizing Problems Among Chinese High Schoolers: A Systematic Review from the Biopsychosocial Perspective. Journal of Evidence-Based Social Work, 20(1), 31-54.