Objective:To explore the chain mediating effect of anxiety and flow experience on perceived stress and mobile phone addiction in nursing college students.Methods:In December 2021, a cross-sectional design survey was conducted on 4 179 freshmen and sophomores in a nursing college in Heilongjiang Province. The Chinese perceived stress scale, generalized anxiety disorder-7, flow state scale, and mobile phone addiction tendency scale were selected separately to assess perceived stress, anxiety symptoms, flow experience and mobile phone addiction. SPSS 26.0 software was used for descriptive analysis, independent sample t-test, Spearman correlation analysis, and AMOS 24.0 software was used for mediating effect test. Results:(1) Among the 3 050 nursing students, there were 714(23.41%) students who were addicted to mobile phones. (2) Spearman correlation analysis indicated that perceived stress(27.31±9.56) was positively correlated with anxiety(7.00(1.00, 10.00), r=0.441, P<0.05), flow experience((12.00±3.40), r=0.517, P<0.05), and mobile phone addiction((42.42±13.05), r=0.476, P<0.05).Anxiety was positively correlated with flow experience ( r=0.430, P<0.01) and mobile phone addiction ( r=0.538, P<0.01).Flow experience was positively correlated with mobile phone addiction ( r=0.490, P<0.01). (3) Anxiety and flow experience played seperate mediating and chain mediating roles between perceived stress and mobile phone addiction, accounting for 26.06%(0.165/0.633), 23.54%(0.149/0.633) and 3.48%(0.022/0.633) of the total effect. Conclusion:Perceived stress not only directly affects the mobile phone addiction of nursing students, but also indirectly affects mobile phone addiction through the independent and chain mediating effects of anxiety and flow experience.

Objective:To explore the impact of negative perfectionism on academic procrastination, as well as the mediating role of anxiety and the moderating role of negative cognitive emotion regulation strategies.Methods:In December 2022, a cross-sectional survey was conducted on 4 178 students from a medical college in Heilongjiang Province. The Zi negative perfectionism questionnaire, procrastination assessment scale-student, generalized anxiety disorder-7, and cognitive emotion regulation questionnaire were used to conduct the questionnaire survey, and 4 004 valid questionnaires were recovered. SPSS 26.0 statistical software was used for common method deviation test, descriptive statistics and correlation analysis, PROCESS macro program was used for mediation and moderation effect analysis.Results:(1) The scores of nursing students' negative perfectionism, anxiety, negative cognitive emotion regulation strategy, and academic procrastination were (120.48±23.40), (12.75±5.36), (44.82±11.20), and (42.95±14.30), respectively. (2) Negative perfectionism was positively correlated with anxiety ( r=0.311, P<0.01) and academic procrastination ( r=0.113, P<0.01). Academic procrastination was positively correlated with anxiety ( r=0.190, P<0.01) and negative cognitive emotion regulation strategies ( r=0.260, P<0.01). (3) Anxiety played a partially mediating role between negative perfectionism and academic procrastination, with direct effect and mediating effect accounting for 49.11% (0.055/0.112) and 50.89% (0.057/0.112) of the total effect, respectively. (4) The effect of negative perfectionism on anxiety was moderated by negative cognitive emotions, and the predictive effect of negative perfectionism on anxiety was stronger in nursing college students with high negative cognitive emotion ( β=0.231, P<0.001). Conclusion:Among nursing college students, negative perfectionism can predict academic procrastination through anxiety, and cognitive emotion regulation strategies moderate the predictive effect of negative perfectionism on anxiety.

Objective:To explore the impact of negative perfectionism on academic procrastination, as well as the mediating role of anxiety and the moderating role of negative cognitive emotion regulation strategies.Methods:In December 2022, a cross-sectional survey was conducted on 4 178 students from a medical college in Heilongjiang Province. The Zi negative perfectionism questionnaire, procrastination assessment scale-student, generalized anxiety disorder-7, and cognitive emotion regulation questionnaire were used to conduct the questionnaire survey, and 4 004 valid questionnaires were recovered. SPSS 26.0 statistical software was used for common method deviation test, descriptive statistics and correlation analysis, PROCESS macro program was used for mediation and moderation effect analysis.Results:(1) The scores of nursing students' negative perfectionism, anxiety, negative cognitive emotion regulation strategy, and academic procrastination were (120.48±23.40), (12.75±5.36), (44.82±11.20), and (42.95±14.30), respectively. (2) Negative perfectionism was positively correlated with anxiety ( r=0.311, P<0.01) and academic procrastination ( r=0.113, P<0.01). Academic procrastination was positively correlated with anxiety ( r=0.190, P<0.01) and negative cognitive emotion regulation strategies ( r=0.260, P<0.01). (3) Anxiety played a partially mediating role between negative perfectionism and academic procrastination, with direct effect and mediating effect accounting for 49.11% (0.055/0.112) and 50.89% (0.057/0.112) of the total effect, respectively. (4) The effect of negative perfectionism on anxiety was moderated by negative cognitive emotions, and the predictive effect of negative perfectionism on anxiety was stronger in nursing college students with high negative cognitive emotion ( β=0.231, P<0.001). Conclusion:Among nursing college students, negative perfectionism can predict academic procrastination through anxiety, and cognitive emotion regulation strategies moderate the predictive effect of negative perfectionism on anxiety.

Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.