认知失败在日常生活中经常发生，如果青少年学生经常出现认知失败，将影响他们的课堂的听讲、引发学业倦态、中断学习、降低主观幸福感、影响人际交往等诸多问题。青少年的学业任务较重，需要投入较多的精力。一方面，如今的青少年群体普遍拥有手机，对手机使用过度会造成认知和行为问题，如认知失败和心智游移；另一方面，青少年正处于青春期，随着认知能力、语言与记忆能力的发展，其自我意识逐渐清晰，对自身的约束能力逐渐增强，自我控制也逐步增强。因此，本研究分两个部分进行研究，探讨青少年手机成瘾与认知失败的关系以及探讨自我控制和心智游移在其中的作用，为减少青少年认知失败提供新的干预视角。

研究一从手机成瘾这一行为问题出发，通过《自我控制量表》、《手机成瘾指数量表》、《认知失败量表》、《心智游移问卷》收集数据，探讨手机成瘾与认知失败、心智游移、自我控制之间的关系及其中的影响机制。本研究采用问卷调查的方法，对广东省四所中学的青少年共1178人展开调查，收到1036份有效问卷。研究结论如下：（1）手机成瘾能够正向预测认知失败和心智游移，且能够反向预测自我控制；（2）自我控制能够反向预测认知失败和心智游移，且自我控制在手机成瘾和认知失败之间存在部分中介效应；（3）心智游移能够正向预测认知失败，且在手机成瘾和认知失败之间存在部分中介效应。

研究二对青少年的自我控制进行干预，设计提高自我控制能力的课程，探究该设计对自我控制的影响以及对认知失败的作用。本研究选取广州市某中学高一某班级为干预组，另外某班35人为控制组。采用问卷调查收集数据，以课程辅导活动为干预手段，进行了单次自我控制的干预。研究结论如下：对青少年实施自我控制的干预能够减少其手机成瘾的水平。

本次研究除了能够探讨青少年手机成瘾与认知失败、心智游移、自我控制之间的关系及其中的影响机制，还为学校提供了一套自我控制干预的教学方案。

Cognitive failure often occurs in daily life. If adolescent students often have cognitive failure, it will affect their classroom listening, cause academic fatigue, interrupt learning, reduce subjective well-being, affect interpersonal communication and many other problems. The academic tasks of teenagers are heavy and need to put in more energy. On the one hand, today's teenagers generally own mobile phones, and excessive use of mobile phones can cause cognitive and behavioral problems, such as cognitive failure and mental wandering. On the other hand, adolescents are in adolescence. With the development of cognitive ability, language and memory ability, their self-awareness is gradually clear, their self-discipline ability is gradually enhanced, and their self-control is also gradually enhanced. Therefore, this study is divided into two parts to explore the relationship between adolescents' mobile phone addiction and cognitive failure and the role of self-control and mind wandering in it, so as to provide a new intervention perspective for reducing adolescents' cognitive failure.

In study 1, starting from the behavioral problem of mobile phone addiction, data were collected through self-control Scale, Mobile Phone Addiction Index Scale, Cognitive Failure Scale and Mind Wandering Questionnaire to explore the relationship between mobile phone addiction and cognitive failure, mind wandering and self-control and its influencing mechanism. In this study, 1178 teenagers from four middle schools in Guangdong province were surveyed by questionnaire, and 1036 valid questionnaires were received. The results are as follows :(1) mobile phone addiction can positively predict cognitive failure and mind wandering, and negatively predict self-control. (2) Self-control can reverse predict cognitive failure and mind wandering, and self-control has a partial mediating effect between mobile phone addiction and cognitive failure. (3) Mind wandering can positively predict cognitive failure, and there is a partial mediation effect between mobile phone addiction and cognitive failure.

In the second study, adolescents' self-control was interfered, and a curriculum designed to improve self-control was designed to explore the influence of the design on self-control and its effect on cognitive failure. In this study, a class of senior one in a middle school in Guangzhou was selected as the intervention group, and 35 students from another class were selected as the control group. Questionnaire survey was used to collect data, and the course guidance activity was used as the intervention method to conduct a single self-control intervention. The findings: Self-control interventions can reduce the level of cell phone addiction among adolescents.

This study can not only explore the relationship between adolescent mobile phone addiction and cognitive failure, mind wandering, self-control and its influencing mechanism, but also provide a set of self-control intervention teaching program for schools.

绪论 1
1文献综述 3
1.1手机成瘾 3
1.1.1手机成瘾的定义 3
1.1.2手机使用的现状及相关研究 3
1.1.3手机成瘾的相关理论 5
1.1.4手机成瘾的测量 6
1.2认知失败 7
1.2.1认知失败的定义 7
1.2.2认知失败的因素及理论 8
1.2.3认知失败的测量 9
1.3自我控制 10
1.3.1自我控制的定义 10
1.3.2自我控制的理论 10
1.3.3自我控制的相关研究 12
1.3.4自我控制的测量 13
1.4心智游移 14
1.4.1心智游移的定义 14
1.4.2心智游移的相关理论 15
1.4.3心智游移的测量 16
1.5变量间的相关研究 18
1.5.1手机成瘾与认知失败的相关研究 18
1.5.2自我控制的中介作用 20
1.5.3心智游移的中介作用 23
1.5.4自我控制与心智游移的相关研究 26
1.6自我控制的干预研究 27
2问题提出与研究构想 30
2.1问题提出 30
2.2研究设计 32
2.2.1研究内容 32
2.2.2研究假设 32
2.3研究意义 33
2.3.1理论意义 33
2.3.2实际意义 33
3研究一 青少年手机成瘾与认知失败的关系：自我控制与心智游移的中介作用 35
3.1研究目的 35
3.2研究方法 35
3.2.1研究对象 35
3.2.2研究工具 35
3.2.3数据收集 37
3.2.4数据处理 37
3.3研究结果 38
3.3.1共同方法偏差检验 38
3.3.2各研究变量的整体分布情况 38
3.3.3各变量的人口学差异 38
3.3.4各变量的描述性统计及相关分析 40
3.3.5自我控制、心智游移的链式中介效应分析 41
3.4研究一讨论 43
4研究二 自我控制的干预研究 45
4.1研究目的 45
4.2研究方法 45
4.2.1研究对象 45
4.2.2研究工具 46
4.2.3研究程序及方案 46
4.2.4数据处理 48
4.3干预结果 48
4.4研究二讨论 49
5总讨论 51
5.1变量在人口学上的差异 51
5.2手机成瘾、自我控制、认知失败的关系 53
5.3手机成瘾、自我控制、心智游移、认知失败的关系 55
5.4自我控制的干预作用 55
6结论 57
6.1研究结论 57
6.2教育建议 57
6.3不足与展望 58
参考文献 60
附录 71
致谢 81