Effects of balance time perspective on media multitasking behavior: a mediating role of mindfulness
LIU Wenli1, ZHANG Jie1, DAI Wenwu2, ZHANG Zhijie1
1. College of Education, Hebei Normal University, Shijiazhuang 050024, Hebei Province, China; 2. Department of Psychology, School of Humanities and Social Science, Beijing Forestry University, Beijing 100083, China
Abstract：Objective To explore the effects of balance time perspective on media multitasking behavior, and investigate the mediating role of mindfulness between them. Methods A questionnaire survey was conducted on 427university students by using Zimbardo time perspective inventory（ZTPI）, media multitasking scale, and mindfulnessattention awareness scale（MAAS）. Statistical analysis was conducted on data related to the deviation of a balanced timeperspective coefficient（DBTP）, media multitasking behavior, and mindfulness level. Results DBTP was significantlypositively correlated with media multitasking behavior（r=0.32, P<0.001）and significantly negatively correlated withmindfulness level（r=-0.51, P<0.001）. Mindfulness level was significantly negatively correlated with media multitasking behavior（r=-0.38, P<0.001）. DBTP directly predicted media multitasking behavior positively（β=0.28, P<0.001）, and when the mediating variable mindfulness was included, DBTP’s predictive effect on media multitasking behavior remained significant（β=0.15, P<0.01）. DBTP had a significant direct effect on media multitasking behavior, and mindfulness had a significant mediating effect, with direct effects（0.15）and mediating effects（0.13）accounting for 53.07 % and 46.93 % of the total effect, respectively. Conclusion Balance time perspective has a negative predictive effect on media multitasking behavior, with mindfulness playing a mediating role between them.
刘文莉，张 杰，代文武，张志杰. 平衡时间洞察力对媒体多任务行为的影响：正念的中介作用[J]. 教育生物学杂志, 2024, 12(4): 294-.
LIU Wenli, ZHANG Jie, DAI Wenwu, ZHANG Zhijie. Effects of balance time perspective on media multitasking behavior: a mediating role of mindfulness. JOURNAL OF BIO-EDUCATION, 2024, 12(4): 294-.
