在这个数字时代，智能手机已经成为青少年日常生活中不可或缺的一部分。随着越来越多的青少年拥有自己的手机，他们与互联网的互动变得越来越频繁和深入，这导致了一个不容忽视的问题：手机成瘾。环境是导致青少年手机成瘾十分重要的影响因素。在这其中，家庭环境是对我国青少年产生直接影响的最重要的社会背景，家庭环境中存在的风险元素可能会提高青少年手机成瘾行为的风险。因此，有必要从家庭风险因素对于青少年手机成瘾的影响方面开展进一步研究，以回应社会现状，促进青少年健康成长以及家庭和谐氛围，具有一定的现实和时代价值。

以往的研究中，家庭风险因素对青少年手机成瘾问题的影响已有一定的研究，但仍在一些局限。第一，考虑到家庭环境的现实复杂性，有必要考察多种不同的家庭风险因素（亲子冲突、父母冲突）对青少年手机成瘾问题可能产生的影响差异。第二，对于亲子冲突、父母冲突对于青少年手机成瘾的影响及其学业焦虑在其中起到的作用机制仍需进一步探讨。第三，根据手机成瘾的人-情感-认知-执行的互动模型（I-PACE）理论，手机成瘾及其影响因素是一个动态变化的过程。但是目前并没有研究从每日动态的角度对青少年手机成瘾问题进行研究，以及对于长程追踪和每日动态的差异。有鉴于此，本研究分别从一年两次的长程追踪以及14天日记法的角度，探究了亲子冲突、父母冲突对青少年手机成瘾的影响及差异。此外，本研究还将学业焦虑纳入了这一中介模型，以研究亲子和父母冲突对青少年手机成瘾的中介效应。

研究一：亲子冲突与父母冲突对青少年手机成瘾的影响：学业焦虑的中介作用。研究一主要验证一年的长程追踪中亲子冲突、父母冲突与青少年手机成瘾之间的关系，以及学业焦虑在其中起到的中介作用。首先采用智能手机成瘾量表、亲子冲突问卷、儿童知觉父母冲突量表、青少年学业情绪问卷进行长程追踪施测，收回T1有效问卷共309份，T2有效问卷共146份。分别采用SPSS和Mplus进行统计分析，以探究亲子冲突、父母冲突对青少年手机成瘾的影响，并检验中介效应模型，同时进一步探究亲子冲突与父母冲突对青少年可能的产生的影响差异。结果发现，（1）T2青少年学业焦虑在T1亲子冲突对T2青少年手机成瘾之间起到完全中介作用。即T1亲子冲突越激烈，会使得T2青少年学业焦虑越低，从而导致T2青少年手机成瘾行为增加。（2）T2青少年学业焦虑在T1亲子冲突与T1父母冲突对T2青少年手机成瘾之间起到完全中介作用。即T1父母冲突越激烈，会使得T2青少年学业焦虑增加，从而导致T2青少年手机成瘾行为增加。并且，父母冲突的影响要大于亲子冲突。

在研究一的基础上，研究二：每日亲子冲突、每日父母冲突通过每日青少年学业焦虑对青少年每日手机成瘾的影响：基于日记法。采用研究一中亲子冲突、父母冲突、青少年学业焦虑以及青少年手机成瘾测量工具中具有代表性的题目作为每日测量工具，采用Mplus建立多水平结构方程模型，探究每日亲子冲突、每日父母冲突对每日青少年手机成瘾的影响，以及每日学业焦虑在其中起到的中介作用。结果发现，（3）日常青少年学业焦虑在日常亲子冲突影响青少年日常手机成瘾的过程中起部分中介作用。具体而言，在亲子冲突较少的日子里，青少年的学业焦虑越低，青少年的手机成瘾问题越少。（4）日常青少年学业焦虑在日常父母冲突影响青少年日常手机成瘾的过程中起完全中介作用。具体而言，在亲父母冲突较少的日子里，青少年的学业焦虑越低，青少年的手机成瘾问题越少。

综上，本研究从动静两方面相结合，深入探讨了亲子和父母冲突这两种家庭风险元素对青少年手机成瘾现象的影响、区别以及它们背后的作用原理。从理论角度出发，本研究更深入地探讨了青少年手机成瘾的动态与静态规律以及作用机制，拓展人-情感-认知-执行的互动模型（I-PACE）的应用。从实践上，本研究结果将为未来的干预策略提供有力的实证支持，帮助青少年更加高效地使用手机，并进一步促进他们的身心健康成长。

In this digital age, smartphones have become an integral part of teenagers' daily lives. As more teens have their own cell phones, their interactions with the Internet are becoming more frequent and in-depth, leading to a problem that cannot be ignored: mobile phone addiction. Environment is a very important factor that leads to teenagers' mobile phone addiction.With the increase in the number of teenagers using mobile phones, the problem of teenagers' mobile phone addiction is also getting more and more attention. Environmental factors are the most important factors affecting teenagers' mobile phone addiction. Family is the most important social environment that directly affects Chinese teenagers, and the risk factors in family will increase the risk of teenagers' mobile phone addiction behavior. Therefore, it is necessary to carry out further research on the influence of family risk factors on teenagers' mobile phone addiction, so as to respond to the social situation and promote the healthy growth of teenagers and the harmonious atmosphere of families, which has certain realistic and times value.

In previous studies, the influence of family risk factors on adolescent mobile phone addiction has been studied, but there are still some limitations. Firstly, considering the realistic complexity of the family environment, it is necessary to examine the differences in the possible effects of a variety of different family risk factors (parent-child conflict, parental conflict) on adolescents' mobile phone addiction. Secondly, the influence of parent-child conflict and parental conflict on adolescent mobile phone addiction and the mechanism of academic anxiety are still needed to be further explored. Thirdly, according to the Interaction of Person-Affect-Cognition-Execution model (I-PACE) theory of mobile phone addiction, mobile phone addiction and its influencing factors are a dynamic process. There are no studies looking at the daily dynamics of mobile phone addiction in adolescents and the difference between long-term tracking and daily dynamics. In view of this, this study explored the effects and differences of parent-child conflict and parental conflict on adolescents' mobile phone addiction from the perspective of twice-yearly long-term tracking and 14-day diary method, and included academic anxiety into the mediation model to explore its mediating effects on parent-child conflict and parental conflict on adolescents' mobile phone addiction.

 Study 1: The influence of parent-child conflict and parental conflict on adolescent mobile phone addiction: the mediating role of academic anxiety. This study examined the relationship between parent-child conflict, parental conflict, and adolescent mobile phone addiction, as well as the mediating role played by academic anxiety. The Smartphone Addiction Scale, Parent-Child Conflict Questionnaire, Children's Perceived Parental Conflict Scale, and Adolescent Academic Emotions Questionnaire were firstly administered for longitudinal tracking, and a total of 309 valid questionnaires were retrieved in the T1 time period, and a total of 146 valid questionnaires were retrieved in the T2 time period. SPSS and Mplus were used to conduct descriptive statistics, correlation analysis, independent samples t-test, ANOVA and regression analysis, as well as to conduct structural equation modeling to explore the effects of parent-child conflict and parental conflict on adolescent mobile phone addiction and to test the mediation effect model. The results found that (1) T2 adolescent academic anxiety plays a fully mediating role between T1 parent-child conflict on T2 adolescent mobile phone addiction. That is, the more intense T1 parent-child conflict makes T2 adolescents' academic anxiety lower, which leads to an increase in T2 adolescents' mobile phone addictive behaviors. (2) T2 adolescent academic anxiety plays a fully mediating role between T1 parent-child conflict and T1 parental conflict on T2 adolescent mobile phone addiction. That is, the more intense T1 parental conflict will make T2 adolescent academic anxiety increase, which will lead to the increase of T2 adolescent mobile phone addiction behavior. Moreover, the effect of parental conflict is greater than that of parent-child conflict.

On the basis of study 1, study 2: The effect of daily parent-child conflict and daily parental conflict on adolescents' daily mobile phone addiction through daily adolescent academic anxiety: based on diary method. Representative topics from the Parent-Child Conflict, Parental Conflict, Adolescent Academic Anxiety, and The Smartphone Addiction Scale in Study 1 were used as the daily measurement instruments, and multilevel structural equation modeling was conducted using the Mplus to explore the effects of daily parent-child conflict and daily parental conflict on daily adolescent mobile phone addiction and the mediating effects of daily academic anxiety in them. The results found that (3) Daily adolescent academic anxiety plays a partial mediating role in the process of daily parent-child conflict affecting adolescents' daily mobile phone addiction. Specifically, on days with less parent-child conflict, the lower the adolescent academic anxiety, the less the adolescent mobile phone addiction problem. (4) Daily adolescent academic anxiety plays a fully mediating role in the process by which daily parental conflict affects adolescents' daily mobile phone addiction. Specifically, on days with less parental conflict, the lower the adolescent's academic anxiety, the less the adolescent's mobile phone addiction problem.

To sum up, this study investigated the influence of different family risk factors on adolescent mobile phone addiction and its mechanism from both dynamic and static aspects. Theoretically, the results of this study can further reveal the dynamic and static rules and mechanisms of adolescent mobile phone addiction, and expand the application of rhe Interaction of Person-Affect-Cognition-Execution model (I-PACE). In practice, it can provide an important empirical basis for the design of future intervention projects to help teenagers use mobile phones rationally and promote their physical and mental health development.