随着时代的发展，手机使用越来越普及，但当个体过度使用手机时，会引发手机依赖行为，导致一系列不良后果。压力是引发个体手机依赖行为的重要因素，而对高中生来说，学习压力是其最主要的压力来源。此外，有研究表明不仅个体因素对个体行为有重要的影响，学校层面的因素同样对个体也有很重要的影响。因此，本研究通过问卷作答方式，收集了山东省青岛市六十三所学校4894名高中生的数据，其中男生2225名，女生2669名，被试群体的平均年龄为16.93岁。使用改编的学习压力源量表、改编的学习压力感受量表、焦虑量表以及个人成长主动性量表对被试进行了调查。使用描述统计、方差分析、回归分析、多水平分析等方法对数据进行分析。首先，探讨了学习压力感受和学习压力源对高中生手机依赖的直接的影响以及学习压力源通过学习压力感受对高中生手机依赖的跨层影响；其次，探讨了焦虑在该跨层模型的中介作用；最后，探讨了个人成长主动性在该跨层模型中的调节作用。综上，本研究聚焦探讨不同层面学习压力对高中生手机依赖的影响，以及焦虑、个人成长主动性在其中的中介和调节机制，进一步明确在学校情境下，学习压力“如何”以及“在何种情况下”影响高中生手机依赖的作用机制，以期为高中生手机依赖的预防和干预提供针对性的建议。主要结论如下：

（1）个体层面上，学习压力感受能够显著正向预测高中生的手机依赖；学校层面上，学习压力源能够显著正向预测高中生的手机依赖。此外，学习压力源能够通过学习压力感受的中介作用间接正向影响高中生的手机依赖。

（2）学校层学习压力源可以跨层通过影响个体层的学习压力感受和焦虑间接影响高中生的手机依赖；同时，学习压力感受和焦虑的跨层链式中介效应成立。

（3）个人成长主动性能够调节学习压力源与学习压力感受之间的关系，且当个人成长主动性水平较高时，学习压力源对学习压力感受的正向预测作用更强。个人成长主动性调节了学习压力感受和焦虑在学习压力源与手机依赖之间的中介效应，且当个人成长主动性水平较高时，该链式中介作用越强。

With the development of the times, the use of smartphones is becoming more and more popular, but when individuals use smartphones excessively, it will lead to smartphone dependence and a series of adverse consequences. Stress is an important factor that leads to individual smartphone dependence, and for high school students, academic stress is the main source of stress. In addition, some studies have shown that not only individual factors have an important impact on individual behavior, but also school level factors have a very important impact on individuals. Therefore, this study collected the data of 4894 senior high school students from 63 schools in Qingdao, Shandong Province, including 2225 boys and 2669 girls. The average age of the subjects was 16.93 years old. The subjects were investigated by using the adapted academic stressor scale, the adapted perceived academic stress scale, the anxiety scale and the personal growth initiative scale. Descriptive statistics, analysis of variance, regression analysis and multilevel analysis were used to analyze the data. Firstly, it discusses the direct impact of Perceived academic stress and academic stressors on senior high school students' smartphone dependence, and the cross-layer impact of academic stressors on senior high school students' smartphone dependence through perceived academic stress; Secondly, the mediating role of anxiety in the cross layer model is discussed; Finally, the moderating role of personal growth initiative in the cross layer model is discussed. To sum up, this study focuses on the impact of different levels of academic stress on senior high school students' smartphone dependence, as well as the mediation and regulation mechanism of anxiety and personal growth initiative, and further clarify the "how" and "under what circumstances" of academic stress on senior high school students' smartphone dependence in the school context, in order to provide targeted suggestions for the prevention and intervention of senior high school students' smartphone dependence. The results were as followings:

(1) At the individual level, perceived academic stress can significantly and positively predict high school students' smartphone dependence; At the school level, academic stressors can significantly and positively predict high school students' smartphone dependence. In addition, academic stressors can indirectly and positively affect senior high school students' smartphone dependence through the mediating effect of l perceived academic stress.

(2) At the school level, academic stressors can indirectly affect senior high school students' smartphone dependence by affecting individual perceived academic stress and anxiety; At the same time, the cross layer chain mediating effect of perceived academic stress and anxiety is established.

(3) Personal growth initiative can moderate the relationship between academic stressors and perceived academic stress, and when the level of personal growth initiative is high, the positive predictive effect of academic stressors on perceived academic stress is stronger. Personal growth initiative can modertae the mediating effect of perceived academic stress and anxiety between academic stressors and smartphone dependence, and the chain mediating effect is stronger when the level of personal growth initiative is higher.