Open Access

ARTICLE

The Relationships between the Short Video Addiction, Self-Regulated Learning, and Learning Well-Being of Chinese Undergraduate Students

by Jian-Hong Ye^1,2, Yuting Cui^3,*, Li Wang⁴, Jhen-Ni Ye⁵

1 Faculty of Education, Beijing Normal University, Beijing, 100875, China
2 National Institute of Vocational Education, Beijing Normal University, Beijing, 100875, China
3 Faculty of Educational Administration, Beijing Institute of Education, Beijing, 100120, China
4 School of Maritime, Hainan Vocational University of Science and Technology, Haikou, 571126, China
5 Graduate Institute of Technological & Vocational Education, National Taipei University of Technology, Taipei, 106344, Taiwan

* Corresponding Author: Yuting Cui. Email:

(This article belongs to the Special Issue: Understanding Technological Addiction and Its Impact on Well-Being: Implications for Policymakers)

International Journal of Mental Health Promotion 2024, 26(10), 805-815. https://doi.org/10.32604/ijmhp.2024.055814

Received 07 July 2024; Accepted 26 August 2024; Issue published 31 October 2024

Abstract

Background: With the global popularity of short videos, particularly among young people, short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability. Self-regulated learning (SRL) strategies are key factors in predicting learning outcomes. This study, based on the SRL theory, uses short video addiction as the independent variable, SRL strategies as the mediating variable, and learning well-being as the outcome variable, aiming to reveal the relationships among short video addiction, self-regulated learning, and learning well-being among Chinese college students. Methods: Using a cross-sectional study design and applying the snowball sampling technique, an online survey was administered to Chinese undergraduate students. A total of 706 valid questionnaires were collected, with an effective response rate of 85.7%. The average age of the participants was 20.5 years. Results: The results of structural equation modeling indicate that 7 hypotheses were supported. Short video addiction was negatively correlated with self-regulated learning strategies (preparatory, performance, and appraisal strategy), while SRL strategies were positively correlated with learning well-being. Additionally, short video addiction had a mediating effect on learning well-being through the three types of SRL strategies. The three types of SRL strategies explained 39% of the variance in learning well-being. Conclusion: Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use. This study, based on the SRL model, highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy. Short video addiction stems from failures in trait self-regulation, which naturally impairs the ability to effectively engage in self-regulation during the learning process. This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction, engage in high-quality learning, and consequently enhance their learning well-being.

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Keywords

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