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11 results on '"Shen, Quanwei"'

3. Design Optimization of a New Energy Vehicle Drive Motor Based on Genetic Algorithm and Taguchi Method

Author

Li, Wei, Shen, Quanwei, Angrisani, Leopoldo, Series Editor, Arteaga, Marco, Series Editor, Chakraborty, Samarjit, Series Editor, Chen, Jiming, Series Editor, Chen, Shanben, Series Editor, Chen, Tan Kay, Series Editor, Dillmann, Rüdiger, Series Editor, Duan, Haibin, Series Editor, Ferrari, Gianluigi, Series Editor, Ferre, Manuel, Series Editor, Jabbari, Faryar, Series Editor, Jia, Limin, Series Editor, Kacprzyk, Janusz, Series Editor, Khamis, Alaa, Series Editor, Kroeger, Torsten, Series Editor, Li, Yong, Series Editor, Liang, Qilian, Series Editor, Martín, Ferran, Series Editor, Ming, Tan Cher, Series Editor, Minker, Wolfgang, Series Editor, Misra, Pradeep, Series Editor, Mukhopadhyay, Subhas, Series Editor, Ning, Cun-Zheng, Series Editor, Nishida, Toyoaki, Series Editor, Oneto, Luca, Series Editor, Panigrahi, Bijaya Ketan, Series Editor, Pascucci, Federica, Series Editor, Qin, Yong, Series Editor, Seng, Gan Woon, Series Editor, Speidel, Joachim, Series Editor, Veiga, Germano, Series Editor, Wu, Haitao, Series Editor, Zamboni, Walter, Series Editor, Tan, Kay Chen, Series Editor, Yang, Qingxin, editor, Li, Zewen, editor, and Luo, An, editor

Published
2024
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9. Why Cannot I Stop Phubbing? Boredom Proneness and Phubbing: A Multiple Mediation Model

Author

Gao,Bin, Liu,Yuanyuan, Shen,Quanwei, Fu,Changqing, Li,Weiyi, Li,Xu, Gao,Bin, Liu,Yuanyuan, Shen,Quanwei, Fu,Changqing, Li,Weiyi, and Li,Xu

Abstract

Bin Gao,1,2,* Yuanyuan Liu,3,* Quanwei Shen,4 Changqing Fu,3 Weiyi Li,5 Xu Li4 1Research Institute for International and Comparative Education, Shanghai Normal University, Shanghai, 200234, People’s Republic of China; 2Lab for Educational Big Data and Policymaking, Shanghai Normal University, Shanghai, 200234, People’s Republic of China; 3Mental Health Center, Hubei University of Medicine, Shiyan, 442000, People’s Republic of China; 4School of Education, Shanghai Normal University, Shanghai, 200234, People’s Republic of China; 5School of Business Administration, Jimei University, Xiamen, 361021, People’s Republic of China*These authors contributed equally to this workCorrespondence: Quanwei Shen, School of Education, Shanghai Normal University, 100 Guilin Road, Xuhui District, Shanghai, 200234, People’s Republic of China, Tel +86 13429962432, Email psywe@qq.comBackground: With the popularity of smartphone and their increasingly rich functions, people’s attachment to their phones is increasing. While people enjoy the convenience that smartphone bring (eg, accessing information and socializing), it also leads to problematic smartphone use (eg, phubbing). Previous research has shown that boredom proneness can trigger phubbing. However, the underlying psychological mechanisms are not yet clear.Methods: To address this research gap, we surveyed 556 Chinese college students (Mage = 18.89 years, SD = 1.18) during the COVID-19 pandemic and all participants completed a self-report questionnaire. Drawing the Interaction of Person-Affect-Cognition-Execution model (I-PACE) for addictive behaviors, this study developed and examined a multiple mediation model incorporating boredom proneness, loneliness, fear of missing out (FoMO), and phubbing.Results: (1) Boredom proneness could positively predict phubbing; (2) loneliness and FoMO mediated the relationship between boredom proneness and phubbing, respectively; and (3) loneliness and FoMO sequ

Published
2023

11. Linking effort‐reward imbalance to academic burnout among high school students: The roles of school connectedness and academic buoyancy.

Author

Gao, Bin, Chai, Xiaoyun, Shen, Quanwei, Lu, Jiamei, and Li, Li

Subjects
*COLLEGE entrance examinations, *HIGH school students, *EVIDENCE gaps, *BUOYANCY, *PSYCHOLOGICAL burnout
Abstract

In the context of examination‐oriented education and the pressure of college entrance examinations (known as the “Gaokao”), Chinese high school students often experience academic burnout. Previous research has shown that effort–reward imbalance (ERI) is an important predictor of academic burnout among high school students, but the underlying psychological mechanisms are not yet clear. To address this research gap, we surveyed 415 Chinese high school students (226 males and 189 females, mean age = 15.82 years, SD = 0.87), and a self‐report questionnaire including the ERI scale, school connectedness scale, academic buoyancy scale, and academic burnout scale was completed by all participants. The data were analyzed by SPSS 24.0 and the PROCESS macro and developed a moderated mediation model incorporating school connectedness and academic buoyancy. The results showed that (1) ERI was significantly and positively associated with academic burnout among high school students; (2) school connectedness partially mediated the relationship between ERI and academic burnout; (3) academic buoyancy moderated the link between ERI and school connectedness, as well as between ERI and academic burnout. These findings are not only valuable for understanding the underlying mechanisms linking ERI and academic burnout but also contribute to the development of intervention programs (e.g., interventions based on academic buoyancy) aiming at reducing high school students' academic burnout. [ABSTRACT FROM AUTHOR]

Published
2024
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