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

Hongyang LIU

Doctoral thesis

A Moderated chain mediation effect in the context of Czech Republic and China

Abstract:

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.

Abstract:

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.

Keywords

Perceived Stress, Rumination, Mobile Phone Addiction, Academic Achievement, Mental Health Literacy

Jazyk práce: English

Datum vytvoření / odevzdání či podání práce: 30. 4. 2024

Obhajoba závěrečné práce

• Vedúci: doc. PhDr. Irena Plevová, Ph.D.

Palacký University Olomouc

Faculty of Education

Doctoral programme / odbor:
Education / Education