Scholarlink

<p>For vocational college students, problematic short-form video use (PSVU) has emerged as a common behavioral health challenge, with negative consequences for their academic engagement, mental health, and career development. This study drew on the I-PACE (Interaction of Person–Affect–Cognition–Execution) framework. It investigated whether professional identity (PI), perceived stress, and emotion regulation strategies jointly contribute to vocational college students’ vulnerability to PSVU. Data came from 978 vocational college students via self-report questionnaires. After conducting structural equation modeling (SEM), the study found that PI was negatively associated with PSVU. Perceived stress and cognitive reappraisal each partially mediated the PI–PSVU relationship, whereas expressive suppression was not an independent mediator. Moreover, there were two significant sequential mediation pathways: students reporting lower levels of PI also reported higher perceived stress, which (a) reduced the use of cognitive reappraisal and (b) increased reliance on expressive suppression, ultimately leading to higher PSVU. These findings suggest that affective and cognitive-regulatory processes within the I-PACE framework may operate through different pathways. Overall, this study highlights the importance of strengthening PI and promoting adaptive emotion regulation strategies to reduce the risk of PSVU among Chinese vocational college students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Professional identity, perceived stress, and emotion regulation in relation to problematic short-form video use among vocational college students

  • 期刊论文

  • 发表日期：

    2026年5月29日

查看全文
  • Linlin Yu,
  • Minmin Yan

摘要

For vocational college students, problematic short-form video use (PSVU) has emerged as a common behavioral health challenge, with negative consequences for their academic engagement, mental health, and career development. This study drew on the I-PACE (Interaction of Person–Affect–Cognition–Execution) framework. It investigated whether professional identity (PI), perceived stress, and emotion regulation strategies jointly contribute to vocational college students’ vulnerability to PSVU. Data came from 978 vocational college students via self-report questionnaires. After conducting structural equation modeling (SEM), the study found that PI was negatively associated with PSVU. Perceived stress and cognitive reappraisal each partially mediated the PI–PSVU relationship, whereas expressive suppression was not an independent mediator. Moreover, there were two significant sequential mediation pathways: students reporting lower levels of PI also reported higher perceived stress, which (a) reduced the use of cognitive reappraisal and (b) increased reliance on expressive suppression, ultimately leading to higher PSVU. These findings suggest that affective and cognitive-regulatory processes within the I-PACE framework may operate through different pathways. Overall, this study highlights the importance of strengthening PI and promoting adaptive emotion regulation strategies to reduce the risk of PSVU among Chinese vocational college students.