scholarly journals The Mediating Effect of Insecure Adult Attachment on the Relationship between Smartphone Addiction and Self-Directed Learning in University Students

2020 ◽  
Vol 10 (2) ◽  
pp. 124-134
Author(s):  
Inhee Park ◽  
Sinhyang Kim ◽  
Yeonok Suh
Keyword(s):  
University Students ◽  
Adult Attachment ◽  
Pearson Correlation ◽  
Attachment Anxiety ◽  
Mediating Effect ◽  
Learning Ability ◽  
Smartphone Addiction ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.

scholarly journals What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

2019 ◽  
Vol 9 (1) ◽  
pp. 39 ◽  
Author(s):  
Naya Choi ◽  
Boram No ◽  
Suji Jung ◽  
San Lee
Keyword(s):  
South Korea ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Learning Ability ◽  
Equation Modeling ◽  
Supporting Evidence ◽  
Self Directed Learning ◽  
Parental Pressure ◽  
Efl Context ◽  
Directed Learning

This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents’ English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety.

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